Una propuesta para introducir la mecánica lagrangiana y hamiltoniana en los primeros años de la formación de profesores de física: sugerencias metodológicas y epistemológicas.
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In the professional education and especially in the processes of formation of graduates in physics, the student must consider his relations with the environment and each one of the subjects that are approached in his educational and disciplinary development. This is why it is essential that you know and handle adequately all conceptions, methodologies, physical and mathematical strategies to obtain a better performance in everything related to your training as a teacher. In general, all the tools that are offered to the student allow a better performance when dealing with any type of subject; it is here where the proposal to implement the dual work of the subjects that are usually addressed in second and seventh semester is born independently. Thus, many of the elements that intervene in the learning process within the classroom can be observed, and even more important, the knowledge and the variety of strategies that allow the development of a great variety of concepts. It is also essential that within the initial teacher training new methodologies are generated and structured to allow novel reflections on the theories that are the subject of teaching, which make it easier for teachers to generate new strategies and activities that are often present only until the last semesters. This would allow, in turn, the approach of students to new concepts that are part of the study of classical mechanics at a general level and that can make the work easier by presenting greater feasibility at the time of performing all the physical and mathematical development that the problem may need. An example is the case of analytical mechanics proposed by Lagrange and Hamilton during the eighteenth and nineteenth centuries, which allows us to work physical problems from a different perspective to the Newtonian, with results that can be considered equal. It is important to note the ease of this formulation to relate variables and problems in other generalized systems such as the case of 2 some quantum and astronomical phenomena in inertial and non-inertial systems, which represents a good work and learning proposal. According to Norbury (2000, p.1) "these proposals are intended for those who wish to explore a version of mechanics beyond the usual Newton treatment in secondary schools, and yet do not have advanced mathematical skills". All these elements provide the student the opportunity to learn new formulations of the theory leaving them available to the entire academic community including teachers, generating an inclusive environment through the exchange of ideas, taking into account that this context favors the development and intellectual exchange of students between other university faculties and other academic spaces. In this way it is important to clarify that the forms of teaching and learning currently used within the university are generally governed by traditional schemes, leaving aside innovation and consequently hindering the construction of new concepts that may arouse students' interest in the acquisition of new tools that will be of great help when facing the issues that will face in the future