CHALLENGES OF PHYSICS TEACHING IN BRAZILIAN PUBLIC SCHOOLS

Resumen

Physics teaching in Brazil, especially in public schools, faces several challenges that compromise the teaching-learning process and limit the critical and civic education of students. Among the main difficulties are the lack of adequate infrastructure, scarcity of teaching resources, teacher work overload, gaps in initial and continuing teacher education, as well as the predominance of traditional pedagogical practices that distance students from interest in the subject. These factors are aggravated by social issues such as economic inequality, violence, and precarious public education policies.

This article aims to analyze the challenges of teaching Physics in Brazilian public schools, based on a bibliographic review carried out in scientific databases and open-access journals published between 2015 and 2025. The research is organized into five axes: school infrastructure, teacher education, teaching methodologies, inclusion and diversity, and student perception.

The results show that the lack of laboratories, the absence of consistent public policies, and the devaluation of teachers remain as structural barriers. However, they also highlight that innovative practices, such as the use of digital technologies, active methodologies, and inclusive strategies, can contribute to more meaningful and motivating learning. It is concluded that to move forward, continuous investment in infrastructure, teacher appreciation, and policies to encourage pedagogical innovation are necessary.