The senses which students attribute to physics teaching and its historical approach

The literature in science teaching emphasizes students' lack of interest in learning the contents of physics. Considering the importance of the discipline for basic training, this article investigates the sense that students enrolled in a high school course integrated to the computer technician attribute to physics and the approach that adopts the history of science as presentation bias, discussion and reflection on the contents of the discipline. Based on the theoretical-methodological framework provided by Bakhtin’s thought, we analyzed the statements produced by the students and their physics teacher in individual and semi-structured interviews. The analysis revealed the incidence of constituent elements of the culture of physics teaching in the attribution of senses that, although they recognize the importance of the discipline, consider it difficult to understand, introductory and dispensable for the continuation of studies in certain areas. The aim of this study is to point out the need for investments in the teacher training that enable teachers to discuss the teaching culture that presents physics exclusively through calculations and formulas, the producer of unquestionable, historical and genius-produced truths. The transformation of this culture can contribute to the production of new senses in relation to physics and its historical approach