The Teaching and Learning of Physics: An Approach with Clinical and Institutional Psychopedagogy

This study seeks to address a clear gap in the literature by examining, to the best of our knowledge, the first Brazilian investigation to explicitly connect clinical and institutional psychopedagogy with Physics education. The topic remains scarce both internationally and in Brazil, especially when compared with Mathematics, literacy, and broader school learning difficulties. Its relevance is reinforced by current educational data: in OECD/PISA 2022, 75% of students reached at least basic proficiency in science, but only 47% reported asking questions when they did not understand something, and only 35% reported a mathematics-specific growth mindset, revealing important barriers for success in exact sciences. In this context, Physics is particularly affected by abstraction, weak mathematical confidence, low motivation, and fear of failure. This article defends the importance of integrating psychopedagogical assessment and intervention into Physics teaching in Basic Education. It argues that individualized support, emotional mediation, and active methodologies can strengthen conceptual understanding, engagement, and school performance. Thus, the study contributes to an underexplored field and offers a multidisciplinary perspective for improving Physics learning in a more inclusive and effective way