Limites e possibilidades da utilização do clima espacial na licenciatura em Física

Abstract

Reflecting on the Brazilian educational system involves a series of questions, especially regarding teacher training. This reflection becomes even more relevant when considering the transformations teacher education, particularly in Physics, has undergone in recent decades. In this study, we focus on analyzing the integration of thematic knowledge—specifically Space Weather—into the initial and continuing education of Physics teachers. The goal is to understand how this theme is included in curricula and identify the limits and possibilities of such integration. Space Weather encompasses the conditions and processes occurring in space that have the potential to impact environments near Earth, which facilitates discussions related to physical concepts. To support our investigation, we employed theoretical frameworks focused on initial and continuing teacher education, curriculum development, and the teaching of Space Weather concepts. The research seeks to answer the following question: What are the limits and possibilities of integrating knowledge about Space Weather into Physics teacher education? To address this, we analyzed the Pedagogical Course Projects (PCPs) of Higher Education Institutions (HEIs) in the state of Bahia offering undergraduate degrees in Physics Teaching. The material examined includes the curricula (flowcharts current as of 2024) of these institutions, aiming to understand how the topic is addressed and distributed. We adopted Discourse Analysis as our methodology to interpret the narratives present in curricular documents and understand how these concepts are being translated into teacher education. The results show that Space Weather, as an interdisciplinary theme, finds limited space in the curricula of Physics Teaching programs in Bahia. The fact that only three institutions include Astronomy as a mandatory course component reveals an institutional discourse that prioritizes traditional approaches to teacher training. This discursive stance reflects curricular choices that do not yet broadly and consistently integrate contemporary and emerging themes, such as Space Weather, into training programs. On the other hand, the two institutions that offer Astronomy as an elective subject represent a discourse of flexibility, allowing for the inclusion of more recent thematic content. However, offering it as an elective limits the universalization of knowledge that could enrich the initial training of Physics teachers, making it more contextualized and aligned with current demands. By identifying this gap, there emerges potential for re-signifying the curricular discourse in the analyzed institutions. This re-signification could occur through reforms that not only make Astronomy a mandatory subject in institutions where it is not yet required but also expand the thematic scope to explicitly and systematically include content related to Space Weather. Such discursive reforms could help reconfigure the understanding of science in educational contexts, incorporating a more contemporary and interdisciplinary perspective into Physics teacher training. Therefore, we can assert that there is an open opportunity for curricular reform that integrates this subject as mandatory in institutions where it is not currently offered or addresses related themes. Implementing these changes could significantly enhance the visibility of Space Weather, paving the way for the inclusion of new contemporary topics.