DAILY LIFE AND DIDACTIC MEMORY AS A STRATEGY IN PHYSICAL EDUCATION

Abstract

The article aims to reflect on the teaching of the subject Physics from the mobilization of didactic memory and daily life. To do so, we extract these notions from notes of observed classes, in the high school classes of a public school teacher. It is sought to explore the studies on daily life of Certeau (2008; 2009), Ferraço (2013, 2017) and Pais (2001) in the intercalation with the conception of didactic memory in the daily life of teaching situations and their contribution to favor meaningful learning of the concepts and contents of the Physics subject. We signal the memory as a didactic cut for the student to remember and / or to recall aspects emphasized in the class, from the statements of the teacher. The results show the importance of considering daily aspects for the production of differentiated methodologies and strategies that privilege the exploration of students' experiences in order to achieve productive results in Physics teaching.