Transposição didática : da apresentação literal dos saberes ao consumo consciente de energia elétrica reflexões sobre a aprendizagem de eletrodinâmica no ensino médio

Abstract

The teaching of Electrodynamics in school spaces is still permeated by abstract teaching practices that do not promote lasting or meaningful learning for students. In this sense, in the light of Didactic Transposition (DT), this dissertation proposes to reflect on the theory of DT and its commentators with the aim of answering the investigative question: How Didactic Transposition in teaching Electrodynamics can facilitate learning of high school students? In this way, with active learning strategies, experiments and simulations in Physics software, it is proposed to analyze and discuss teaching and learning processes. The procedure used was pedagogical intervention in a 2nd grade class of private high school, with fifteen students aged between 15 and 16 years as subjects, in the municipality of Veranópolis, located in the interior of the state of Rio Grande do Sul, in the second semester of the year 2023. In a collaborative and interdisciplinary way, there was also a practice in a 3rd grade high school class, with ten students aged 17 to 18 from the municipality of Monte Belo do Sul from a public institution as participants, also located in the interior of Rio Grande do Sul. The data collected and measured were the logbooks of those involved in the research, notes from the teacher/researcher, oral communication with the students and between them and records through photos. The applied planning included active learning activities, physical and digital experiments and simulations, which, through categorizations, portrayed the importance of experimental teaching in Physics. It was found that research students have significant and lasting learning when the objects of knowledge are combined with experimentation and simulation, in addition to being applied to Digital Information and Communication Technologies. Thus, it is concluded that DT is an essential tool for the development of students, but for this, it is necessary to break with the booklet system, applied in many schools and gives space to an environment of Freirean love, dialogicity and experiments so that the abstract give way to the concrete. [resumo fornecido pelo autor]