Resumo

FERREIRA, Marcello et al. Theoretical-methodological references in physics teaching research between 2001 and 2023: metalanguage and relations knowledge-power-subjectivity. Rev. enseñ. fís. [online]. 2023, vol.35, n.2, pp.117-132.  Epub 19-Dez-2023. ISSN 0326-7091.  http://dx.doi.org/10.55767/2451.6007.v35.n2.43708.

The field of research in Physics Teaching in Brazil has expanded notably in recent decades, driven by the growth and consolidation of postgraduate studies resulting from a succession of public policies, the engagement of research and teaching institutions and adher-ence to a regime of goals and results imposed varied mercantile interests. This state of affairs mediates the configuration of the field of knowledge, the respective interactions of forces and the characteristics of the subjects thus constituted. Such dynamics are modu-lated by power relations expressed in the semantic dimension (discursive, strictly speaking), which makes it possible to describe and analyze the metalanguage that mirrors them. With this aim, the work reveals the disciplining element of the object between the years 2001 and 2023, articulating the Foucauldian categories “knowledge-power-subjectivity”. Objectively, a bibliographical review was car-ried out, resulting in 96 publications analyzed: (1) using content analysis techniques, categorizing the main theoretical references, methodological procedures and themes covered; and (2) through a meta-analysis, obtaining lexical classes that corroborated the pre-liminary results and reinforced theoretical articulations. By derivation, an archaeogenealogical crossing of results unfolded, discursively retracing ways of being and ways of resistance and search for freedom.

Palavras-chave : Physics education; Research in physics education; Foucault; Theoretical-methodological foundation; Meta-analysis.

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