The research in question presents an promising approach in teaching physics to higt school students, using Vygotsky´s learning theory as a basis and the Google Classroom application as a technological tool. The proposal seeks to encourage meaningful learning of the basic concepts of electrostatics, through the active participation of students in individual and group activities, with emphasis on social interaction and experimental demonstration. The methodology adopted by the research is the elaboration of na active didactic sequence, Where the teacher assumes the role of mediador in the process and the student becomes the active subject of learning. For this, the teacher makes use of elaborate materials, such as motivating texts, animations, simulators (PhET), recorded video lessons and simple experiment guides with alternative materials, hosted in the Google Classroom virtual environment. To assess the effectiveness of the approach, a survey test is carried out to assess the prior (real) knowledge of the students and, from there, the teacher selects the contents (potential knowledge) for the next classes. Students are encouraged to develop individual and group activities, with na emphasis on social interaction (zone of proximal development), with the aim of being appreciated through conversations and questionnaires with quantitative questions about which processes They learned in a significant way the concepts of electrostatic. The analyzed results show that the active didactic sequence, combined with the technological and experimental strategy, is favorable to the processo of teaching and learning physics in high school, being na ally to the teacher in overcoming traditionalism. The proposed approach makes it possible to carry out dynamic, critical, reflective, dialogued, pleasurable, playful, interactive and reflective classes, expanding the teacher´s pedagogical repertoire and providing na education that is more suited to the needs of the students.

This dissertation aims to present a teaching methodology based on the proposal for a po-tentially significant teaching unit as described by Marco Antonio Moreira and based on David Au-subel's theory of meaningful learning and adapted for the learning of Kepler's Laws aimed at teach-ing students medium, with progressive Rogerian psychopedagogical support centered on the indi-vidual and at the same time, supported by the Vygotskyan methodology on mediation through dis-ruptive augmented and virtual reality technologies, simulating planetary system environments through peripherals such as smartphones and reality glasses virtual and also observing the phases of Jean Piaget's cognitive development.
This work uses public domain digital ecosystems in its product: Google Card board and applications available in the Android and IOS operating system application store and also highlights the importance and relevance of the subject through statistical data on the insidership of items in previous versions of the National High School Examination and the perspectives for the New High School based on the Common National Curricular Base, which highlights Digital Culture as a gen-eral competence, which justifies the use of digital tools that enhance learning through the activation of neuroplaticity through observation of the laws surrounding the movement of the planets in force, which generates the stimulus of reward and the formation of new schemes for assimilating the con-tent as described by Piaget, in addition to the construction of new cognitive skills, which is the objective achieved at the end of this work.
The methodology of the Potentially Significant Teaching Unit follows the sequence pro-posed by Moreira, as well as the application of the form, application of the product and reapplication of the form for data comparison and learning assessment, which in this case, presents positive pro-ficiency.

This work presents a Potentially Meaningful Teaching Unit named as "Bohr's Atom Model in
High School", which was developed and implemented in a third-year high school class at a
public school in the State Education Secretariat of Pará, in the city of Belém, in Brasil, aiming
at investigating the construction of concepts and seeking evidence of meaningful learning. The
research was led by following the eight steps of the lesson sequencing proposed by Moreira
(2011), based on David Ausubel's Theory of Meaningful Learning and D.B. Gowin's Theory of
Learning. After selecting the addressed topic, students' prior conceptions were surveyed, by
managing the subject from a more general to more specific approach, aiming at progressive
differentiation and integrative reconciliation. The product developed in this master's thesis is
structured from the evolution of atomic models since the philosophical models to the
semiclassical atom model, by following the premise of meaningful learning, which claims that
the most important isolated factor influencing learning is what the learner already knows, that
is, the subsumer, which will serve as an anchor for the new information received. Two issues
have been presented to students in order to motivate them in their predisposition to learn
increasingly in complexity: working on Bohr's postulates through the colors of fireworks and
the glow of light stick bracelets. The concept map was used as an instrument to access the
hierarchical relationships in conceptual associations, as well as the Phet virtual simulator from
the University of Colorado Boulder, and practical experimental demonstration. During the
process of implementation of the PMTU, which occured in the context of the COVID-19
pandemic, it was notable students' interest and involvement, as well as the evidence of
meaningful learning through the use of potentially meaningful material, thus, indicating that the
obtained results were satisfactory.

With the use of practical experiments and the students' prior knowledge, this study presents a proposal for Science teachers who teach for 8th grade of elementary school. David Ausubel's Theory of Meaningful Learning and the new Brazilian National Common Curricular Base (BNCC) will guide all the action developed throughout this project, which was applied in an 8th grade class at a public school known as Ruy Paranatinga Barata, located in Bird's Paradise complex, in the Val-de-Cans district. Through a questionnaire with objective questions (to assess the students' prior knowledge) and an e-book with both theoretical and practical approach, I managed to explain, in a simple and perfectly practical way, the objects of knowledge related to circuits electric for the class. A total of 22 students were enrolled in the subject, but only 12 were attending. For this reason, it was possible to divide them into four groups of three students, at times when they had to assemble the circuits. First, I explained the objects of knowledge related to electrical circuits through the e-book that was projected on the board using the Datashow. Afterward, they were divided into groups so that they could carry out all the proposed experiments. At the end of the whole process, they answered another questionnaire. However, this one, unlike the first one, presented essay questions. This format of questions allows a better assessment of learning. And, the students' responses were fundamental to understand how satisfactory the product application was.

This work is the result of a research, from concerns experienced in my school practice, the result of observations and a fundamental question: is it possible to develop the theoretical concepts of Modern and Contemporary Physics with students Sciences? Can technological instruments be allies of teachers in their teaching practice and allies of the classroom? In order to try to find answers to these philosophical and political anxieties, we use David Ausubel’s theory of Meaningful Learning, under the critical eye of Professor Marco Antônio Moreira, who guided all our work, as well as the use of some contributions of Lev Vygotsky, for the development of a Potentially Significant Teaching Unit – UEPS, through a Didactic Sequence – SD to be able to develop some themes of Modern Physics in Elementary School, with the help of the PhET Simulator, and thus verify the previous knowledge, before the application of the Virtual Laboratory, and collect statistic data, after the application of the simulator, and thus attest if there was significant learning, that is, if there was incorporation of new knowledge, if students were able to assign new connotative meanings, if there was a non-literal incorporation of the new knowledge to the student’s cognitive structure, as raised by Marco Antônio Moreira. In addition to glimpsing the possibility of students realizing the importance of Modern Physics at various times of their lives. Also this work try to show how the contents of Physics are underestimated by some teachers, as a consequence of the gaps in their academic training. The product was applied in a Quilombola School of Rural Space in the city of Concordia do Pará, in a class of the 9th grade of elementary school.

This dissertation aims to contribute to the teaching of physics to high school students about Kepler's laws, theoretically and experimentally. We have set up a strategy so that our students can understand the 1st and 2nd laws experimentally, and we demonstrate this in this work. We also know that the expression of the 3rd law was empirically shown by Kepler, we propose (due to the fact that we don't find this description in college level books or high school textbooks), an alternative demonstration for calculating the period (T), making it easier to understand, that allows not only the calculation of the period of the planets' orbits around the Sun, but of the mass-spring system, of an electron orbiting in an atomic nucleus, of the simple pendulum, etc. For Kepler's first two laws we used low-cost materials, and for the third law we developed an alternative theoretical methodology that allows the student to calculate the period T from the centripetal force enunciated in the 17th century by the Dutch physicist, astronomer and mathematician Christian Huygens, as long as it involves a closed orbit like the ellipse or the circle (a degenerate ellipse). From this proposal was germinated the educational product based on the philosophical currents of David Ausubel and Vygotsky. The product was developed and applied in four experimental classes, two expository classes and four questionnaires, using blackboard and brush, with nine meetings, the expository/experimental classes lasting 110 minutes per meeting in order to check if there was significant learning. The study was applied face-to-face in the first semester of 2022, in a second year class in the morning shift of the technical course in buildings at the Instituto Federal do Pará, Bragança Campus, located in the northeast region of the state of Pará, 210 km from the state capital. Due to Covid-19, the return of the activities was only possible in the first semester of 2022, and in this class we had a 50% dropout rate. With all these problems, the results were sufficient and significant for significant learning. After analyzing the results, this work can be replicated by the high school teacher in the classroom following the guidelines. Keywords: Construction of Kepler's laws experimentally; new method to calculate the period T; and meaningful learning.

In this work, a didactic sequence is presented using the software Algodoo, which is a computational tool for teaching physics, applied in a private school in the first year of high school, with the objective of making the more dynamic and interactive study for students. The software features two-dimensional graphic animations, as well as interactive games wich purpose is learning in physics subject, through Algodoo, it was possible to create scenarios and simulations of kinetic energy, gravitational potential energy and elastic potential energy and its conservation, as well as its dissipation. Eight simulations were created to discuss the topic, 3 of which were previously created by the teacher, and 5 were later created by the students after learning about the use of Algodoo. The application took place in times of the COVID-19 pandemic in person, making it possible to discuss phenomena that involve the daily lives of students, such as kicking a ball, falling objects, the movement of a skater, among others. showing some characteristics of the equations when their proportionality direct or inverse equations. These simulations contributed significantly to the didactic sequence carried out in this dissertation. Five collaborative groups were used, which carried out simulations and discussions in the classroom for the students to analyze the phenomena. The didactic sequence is composed of four stages. The first is characterized by an introduction to the theme, the resolution of an initial questionnaire for the students, whose objective is to know the previous knowledge of the students. The second step is to teach a class on energy and its conservation using the traditional expository method. The third stage is the manipulation of the Algodoo software by the teacher and the students. The fourth stage, in turn, is the completion of the final questionnaire, as well as the application of exercises on the subject studied so that it is possible to analyze the learning results obtained by the students.
Key words: Algodoo, Physics Teaching, Simulations, Technology

This work was applied to a class of the 1st year of high school in which an autistic student was regularly enrolled, in the year 2019, in a private school, in the city of Belém, in the state of Pará. The work applied was under the theme "Teaching of Vertical Launch for Student with ASD in need of Level 1 Support". This work aimed to present an educational product as an option of an educational resource to assist in the learning process of a student with ASD in need of light support. This pedagogical resource was used in 16 classes at the beginning of the 2nd bimester of 2019. We developed a Didactic Sequence based on collected information and was based on what we call stages, these stages being: Approaching the student with ASD, including the family, simplified student questionnaire, use of images and observations made in the school environment. Each of these steps was applied and after its application we collected this information that guided us in the construction of the Didactic Sequence through its phases and unfoldings. The phases of the Didactic Sequence described were: Content Presentation, Collective Interventions, Individual Intervention and Review of Contents and Application of Activities. From the actions already carried out, we analyzed cognitive aspects such as: handwriting, text ordering, interpretation and mathematical organization. The observed results were favorable in some aspects of their cognition and their socialization and selfconfidence was very evident in Physics classes. Everyone knows that the difficulties are great, but the possibilities are greater. The dissertation presented here aims to contribute to the search for the possibility of teacher choices in their actions through a situation of inclusion, in the socialization of pedagogical tasks with those involved in the learning process of the student with ASD in need of light support and finally improve interest and minimize differences in the teaching and learning process of basic physics.

This work will use the Cientific Modeling, in the study of Kinematics topics. The tool we will teach for visual expression of physical models, by computational modeling expressive, is the Python Programming Language and the Pygame game engine. The Pygame is a Python library, based on SDL, that allows to create a graphical interface for games. Our purpose is to use the practicality of this resource in the creation of movement simulations. To elaborate these simulations, it is a in solving open-ended problems, there are several possible solutions. There are several articles that support for the teaching Scientific Modeling in High School, as a viable solution that help the student to distinguish alternative conceptions, used in their daily lives, from scientific conceptions , built on the basis of theoretical models, making the content of Physics studied more significant to your reality . The didactic sequence presented is based on the Constructionist Theory, by Seymour Papert, which proposes the elaboration of means for the learning construction to be less mental and becomes more public. One of the tools that allows this materialization of ideas to realize, it is the computer. The ”Computational Thinking” skill is fundamental for the student to learn to write his ideas, in order to that the computer can interpret and present it. The research was applied to three students from a 2nd year class, in the remote teaching modality, due to the COVID-19 pandemic. We use recorded videos to teach programming, remote class on scientific modeling and application in Kinematics contents, and theoretical modeling activities. In the end, the students’ argumentative ability improved, the the real result is a better understanding of the purpose of physical models.

The present research aims to enable the student to understand concepts of physics, through a teaching that uses the student's daily life as a fundamental element for the construction of knowledge. Such a measure is beneficial for Brazilian education, since the contents covered are considered, by many, little understood during the students' school life. Furthermore, theory associated with practice is a great ally of the teachinglearning process in our society. The activities carried out in this one underwent significant changes in the didactic sequence and in the application of the educational product, due to the COVID-19 pandemic that devastated the world. Therefore, they were adapted for remote teaching, and carried out by volunteer students of the 2nd and 3rd year of the Pre-university Course of the Municipal Department of Education of Ananindeua. It was noted that this experience developed in the student, conceptual identification skills, they began to understand the voltage in simple electrical circuits, including identifying elements on consumption and use of electrical energy, conductor and resistance and voltage source. In addition, diagrams of connections in parallel, connections in circuits, diagrams that demonstrate how to connect sockets to the main power line and diagrams of how to connect incandescent lamps by simple switch were demonstrated. These diagrams were developed by the students after theoretical teaching about physical concepts, which demonstrates an effectiveness in the applicability of a teaching that encompasses theory combined with practice. It is understood that this is a possible didactic way to improve and make physics classes more interesting, causing students to arouse greater interest in deepening and understanding the theories of this science.

This Dissertation addressed concepts of Electrostatics in the teaching of Physics with 48 students in a 2nd year class at Escola Madre Celeste, located in the municipality of Ananindeua, metropolitan region of Belém/PA, in the year 2020. The classes were designed and implemented through of a Potentially Significant Teaching Unit (UEPS), the Didactic Sequence lasted 26 class hours. Data were collected throughout the implementation of the UEPS, using the following methodology: 1) Application of a questionnaire on prior knowledge; 2) Discussion and problematization of questions about electromagnetism related to everyday life; 3) Application of experiments in all stages of the didactic intervention. The objective was, using David Paul Ausubel's Theory of Meaningful Learning, with the contributions of socio-interactionism, to bring Physics Teaching closer to the student's daily life, having for this proposed the production of models of Electric Generators, Electroscopes and Cages. of Faraday, from the reuse of alternative and low-cost materials, with the intention of bringing the student closer to environmental issues and sustainable ways of producing energy. Through the results obtained in this work, it was possible to perceive that the students showed signs of Meaningful Learning, managing to relate the concepts of Electrostatics associating them with everyday phenomena.

The work developed had as main objective the development and application of a sequence based on the use of notebooks or smartphones using a platform that allows creating programs with codes called Micro:bit. The sequence developed proved to be a wonderful teaching tool promoting support in the teaching contents and involved in this work. This research importance of education 4.0 researches the use of technology in teaching in a way between them, with individual activities and cooperation with the potential of students' skills and abilities intensify the activity of skills and abilities in socialization that perform activities that do not occur if the student of all students. . The developed steps were carried out in a third year high school class of a private elementary and high school, located in the city of Belém - PA, in the morning shift. During the application, it was clear the relationship of partnership, collaboration, manhood, creativity among students or that instigated interest in the discipline as well as the contents. The student-teacher relationship also had an evolution that facilitates the learning of contents. This methodology formulate and dynamize teaching and learning in the school space.

This work aims at building an educational product for teaching hydrostatics in high school and elementary school, based on the philosophical currents of David Ausubel and Vygotsky. This product was carried out with a didactic sequence of five experiments in classes with the use of the interactive whiteboard in order to achieving a possible meaningful learning. In addition to classes taught, were given (whiteboard marker and magnetic board) and trial classes (Table with experiments) for about 40 min each class on density and specific mass, average pressure, Stevin's theorem, Pascal's theorem and Archimedes' theorem with the aim of achieving skills for understanding and application of concepts in phenomena occurring in the region. The study was conducted face-to-face during the COVID-19 pandemic for two 1st grade classes in a public school in Salinópolis Pará, for three months. The type of study was qualitative. Subsequently, four questionnaires were applied, the first one aimed at identifying some previous knowledge of hydrostatics, the second one was for conceptual evaluation, in order to know if there was understanding of the new knowledge through traditional classes as well as the educational product, and the third one was in order to verify if through the new acquired knowledge was possible develope skills for understanding regional phenomena, and the fourth one was to get the students' feedback about the intervention of the interactive whiteboard in hydrostatics classes. These questionnaires served as a basis for data collection for statistical analysis using the Microsoft Excel application. The product applied in class B contributed to improve the assimilation and application of the concepts studied, and reaching the objective of significant learning, while in class A, only the traditional classes were not enough for a significant result in the application of the concepts in the regional phenomena. Therefore, it was verified that the application of the interactive board of low cost experiments as teaching material the teacher's methodology contributed to the traditional method and the classes became more participatory and dynamic in the teaching of hydrostatics in the classroom.

This work aims to build a didactic sequence that culminates in an educational product, which will serve as a support for the teaching of Hydrostatics and Hydrodynamics that was developed with the construction of two prototypes, Bomba Rosário (BR) and Carneiro Hidráulico (CH) ) which are part of the educational product for teaching physics for basic education in a non-formal environment of non-institutionalized teaching, since the learning process can also take place in both a formal and non formal environment to teach Physics, for this it is intended to use the use of expository and audiovisual classes in parallel with the textbook, in which lists of questionnaires will be applied in order to analyze, at first, the level of prior knowledge of the students on the physics of flow and storage of liquids in a context aimed at Teaching of Physics in a non-formal, non-institutionalized environment, an agricultural field that addresses topics from Hidrostatics as well as Hydrodynamics. The proposal is to allow the students the opportunity to experience physical phenomena involved in the non-formal, non-institutionalized teaching environment (agricultural field) so that through observation of these the student reaches an understanding of the physical laws that describe them, thus enabling the acquired knowledge become part of the cognitive structure of the learning subject. The didactic sequence is composed of equipment used in the flow of liquids, such as the "Rosário Pump" and the "Hydraulic Ram" that involve the demonstration of physical phenomena studied in physics without the use of electrical energy for their operation, depending on physical force. and the force of gravity to work. All these are described in the educational product, being arranged along the didactic sequence in a chronological way in relation to the moments when the original experiments were invented. The entire application of the educational product was developed in person in times of a pandemic, respecting all the health care recommended by the WHO and the Ministry of Health. The research concludes considering that the students had an understanding of the knowledge with the use of the educational product.

The material that will be proposed aims to offer high school students concepts of thermodynamics through a didactic sequence that proposed the investigation of alternative materials. Due to the Coronavirus Pandemic and, consequently, social distancing or isolation, strategies such as virtual classes via Google Meet and the return of students to the classroom in reduced amounts, contribute to a better methodology and learning. The teacher will work in a virtual way or in the classroom with his students, presenting a didactic sequence in which the theme involving thermodynamics will be present in a context of investigation in a simple experiment that will be carried out in Step 3. This work proposes a didactic sequence activities in collaborative groups, specifically with 2nd year high school students. The didactic sequence will take place in five (5) well-defined stages, ranging from an initial questionnaire of 10 questions in which the thermodynamics theme is addressed in the 1st Stage, presentation of the theme together with traditional classes in the 2nd Stage until the formation of groups collaborative activities in which subjective questions will be answered based on students' understanding of the low-cost coffee and weathervane experiment in Stage 3. The 4th Stage will consist of the conclusion and analysis of the students' responses in view of their knowledge and strategies at the time of the experiments, and finally the 5th Stage, which are the samples of both qualitative and quantitative learning results referring to this didactic sequence. The authors of David Ausubel's meaningful learning and Lev Vygotsky's interactionist theories were very important for the success and understanding of this didactic sequence. This Dissertation presents satisfactory percentage results in the context of determining that learning took place in the face of the methodology of the works and according to the learning steps proposed in this didactic sequence.

The present work is a qualitative research result developed from the elaboration and implementation of an investigative teaching sequence with a focus on CTS education in order due work on electrodynamics concepts. The proposal's aims is to analyze the collaborations of the articulation between teaching by investigation and CTS education for the development of electrodynamics concepts with high school students, with a view to critical and reflective learning. Into the specific proposal objectives, we highlight: to develop and apply the educational product in a public school in the state capital of Pará; assist students in understanding electrodynamics concepts, so that they conceive and practice the conscious consumption of electrical energy from residential electrical equipment. In addition, the participatory research served as the basis for the methodology used in the work and the planning was based on teaching by investigation with a focus on STS education, which constituted the theoretical framework of the research. Thus, the analysis of the results pointed to the achievement of the intended objectives, such as the development of critical awareness by students in relation to issues involving Science, Technology and Society, the promotion of an investigative spirit and scientific attitudes.

It appears that many students have no interest or motivation to learn school knowledge due to traditionally expository classes, which hinders the entire teaching and learning process. In this work, we propose the use of the inquiry teaching to create a research environment in the classroom., so that students can have a more active and effective participation during the construction of their knowledge. The objective of this research is to investigate whether inquiry teaching is a didactic strategy that facilitates the teaching and learning process. For this, we elaborated as an educational product a didactic sequence with investigative activities of airplane flight, where we approach laws and concepts such as lift force, Newton's laws and Bernoulli's principle. This educational product was applied remotely, due to the COVID-19 pandemic, in a public school located in Maranhãozinho-MA and had as target audience 2nd year high school students. The methodology used was qualitative through the analysis of conversations made by groups of a messaging application. By analyzing the evaluative activities, the interactions between students and their perceptions about the inquiry teaching sequence, we concluded that the investigation process in the classroom generated curiosity, interest and motivation in the students. Thus, teaching by investigation proves to be effective, as it facilitates students' learning about conceptual contents, in addition to developing their argumentative skills and giving them attitudes and procedures typical of scientific practice.

In this work, an artisan stove powered by a paraffin candle was used to teach concepts of thermal physics (thermal capacity and specific heat) to second-year high school students at a public school in the state of Pará. Use teaching by investigation as an approach, and to carry it out, experimentation and mathematical modeling were also used. The learning theory that supports the proposal was the Vygotsky's socio-interactionism, which seeks to value the concept of mediating elements, the use of language and internalizations, and the teacher's role in the students' ZPD. The handcrafted stove was considered a mediating element in the physical field, as it was through it that the students had contact with what they wanted to use and thus build their knowledge. The data extracted from the experimentation and mathematically modeled, as well as the total texts, functioned as psychological instruments (signs) that expressed concepts seen and internalized throughout the applications. For these internalizations to occur, it was necessary for the teacher to diagnose the students' real development zone and direct them to the potential development zone, acting as a kind of tutor within their proximal development zone. Four applications were performed over two years. In the first application that took place in 2019, the target audience was two classes of approximately thirty-six students each. On this occasion, there was greater evidence of experimentation and mathematical modelling. In 2020, the second and third applications were carried out, which also targeted two classes of approximately thirty-six students, which in turn were subdivided into two smaller groups, which contained around eighteen students each, thus, two activities in each class. However, as the results of the second and third applications were similar, it was decided to expose only the results of the second application, without causing any harm to the understanding of the proposal. The fourth application was carried out for a group of only three students, which sought to verify more closely the dialogues of these students within the construction of the activities. In this last application, research teaching proposals were used with a more open level, when compared to the previous applications. These various applications served to elaborate the final proposal of this work, presenting research models from the most closed to the most open, so that this contribution could be extended beyond the classroom itself.

This thesis presents a research conducted with 2nd year high school students from the municipality of Abaetetuba-Pa, directed to a didactic sequence focused on teaching the concepts of thermodynamics in an ethnophysical approach, using the activity of manioc flour production as a teaching strategy. The theoretical framework that served as the basis for the investigation is composed of two parts: one on ethnophysics, based on some works on ethnophysics among them that of Souza (2013), and the other on the parameters of the model Science, Technology and Society, based on the work of Marcondes, in particular, the Aikenhead model. The didactic sequence is a script that presents steps to be carried out such as: survey questionnaire, presentation of the proposal, classes and research related to the theme, modeling and evaluation with the use of portfolio. The tests and questionnaires applied to teachers and students showed the presence of conceptual difficulties on the theme, in addition, the research presented limits in its evolution due to problems of continuity of methodologies, since the school where it was being applied went into reform. However, the analysis of the portifolios elaborated by the students showed that the field activity enhanced interest in the theme, in addition, from the students' report, the importance of using regional facts and phenomena as a teaching strategy for the apprehension of physical concepts was evidenced.

The present work has as main objective to describe and implement teaching methodologies that can be used by teachers in the classroom in order to obtain a significant quality in the students' learning, for that it is necessary that the teacher be stripped of retrograde ideas in order to provide a deconstruction of teaching to reconstruct a way of thinking, therefore, it is necessary for the teacher to take up new actions so that his ideals can be achieved. It is worth mentioning that when citing the idea of stripping off the traditional teaching method, it does not mean abolishing it, but rather adapting previous practices used to the new pedagogical methods. The purpose of this dissertation is based on the teaching of radioactivity and the radioactive elements Cesium 137 and uranium, as well as their benefits in medical physics, with respect to radiography devices, and their harm, when in contact with the matter working with the nuclear accident occurred in Chernobyl, Ukraine and the accident in Goiânia with Cesium. The implementation of the educational product that guides this dissertation was made in a class from the 9th grade of elementary school II. The approach was made in order to respect the age group of the class and the learning in the content that each one has. From the beginning, the historical context, the emergence of the “radioactivity” theme, as well as the main characters that make up this plot, among them were: Wilhelm Rontgen, Antoine Becquerel, Pierre Currie and Marie Currie. The students were able to access an expository class with the help of a data show working with interdisciplinarity involving Physics, Chemistry and Biology, each subject addressed a fact from the history of radiation so that they could be interconnected and not as if they were isolated subjects. Then, the composition of the atomic bomb, nuclear fission and fusion, nuclear accidents of Chernobyl and Goiânia and the interaction of radiation with the human body were worked on. The theoretical support that this dissertation is based on is based on Vygotsky's social interactionism and the application of the educational product was based on active 9 methodologies and didactic sequence. The results obtained could bring significant results to the validity of the search for new teaching methods.

Being a teacher today is undoubtedly more difficult than 30 years ago. The school space needs to be (re) thought as a space capable of promoting student protagonism and autonomy. In order to achieve this objective, this research culminated in the development and application of a didactic sequence in an e-book format structured in six didactic moments via classroom activities and in a room located on a virtual learning platform (Google Classroom) in order to promote Learning about the basic knowledge for understanding the historical and conceptual context of the 1919 solar eclipse, especially about the scientific expedition carried out in the skies of Brazil, in Sobral-CE, which is a service as a phenomenon for investigation and verification of the theory of Relativity. The sequence was theoretically and methodologically based on two active teaching-learning methodologies: Flipped Classroom and Blended Learning. In addition, we seek an approximation with David Ausubel's theory of meaningful learning, in order to make the context of this research more meaningful for the student. The organization of the methodological path of this investigation found support in the assumptions of a qualitative research, presenting an outline of the participative research of Demo and Brandão. One of the research focuses of the sequence is based on the student’s textual production according to a qualitative approach based on Bardin. Student’s answers were investigated in open questionnaires with discursive problems, made available on paper in PDF format and applied in the classroom at each moment of the sequence and closed questionnaires with multiple choice problems, also containing the degree of certainty about the chosen alternative, developed within the Google Classroom platform through the Google form. In general, the questionnaires deal with aspects of Newtonian and Einstenian gravitation, the physics involved in the phenomenon of solar eclipse, as well as the historical context that led to the experimental proof of the theory of relativity. The sequence, applied to a 3rd year class at a state public school in the Greater Belém region, was based on an instructional design in which a significant variety of evaluation modalities were provided. The analysis of the open questionnaire showed a wide range of results, containing both coherent physical descriptions as well as some containing conceptual weaknesses or mistakes. In multiple-choice questions, the hit rate can be considered reasonable (with room for improvement with hit rates on some issues above ENEM averages). Similar results were obtained for the categories of historical-philosophical character. In general, the students, in their majority, were receptive to the methodologies used and had a good participation in the theoretical activities of the classroom involving questions of an open character and also those of a closed character treated in a virtual environment. It can be said that part of the class demonstrated having had previous contact with the material made available in the virtual classroom (in accordance with the inverted classroom proposal). There was also a positive change in the behavior of some students who were previously dispersed during classes in the traditional model.

It is common knowledge that Physics has a technical aspect that requires students to have a certain degree of abstraction, mathematical modeling, verification of basic concepts and interpretation of different natural phenomena, which makes it difficult to understand the relationships that characterize it, be they observable or even unobservable reals. To the students, this knowledge can be transmitted in different forms, among which, ones stand out, pedagogically, the so-called traditional, based on repetition, reinforcement and memorization, hindering their understanding due to the abstract requirements, mathematical language and teaching praxis. We verified this picture, for the different levels and modalities of education, among which EJA. In compliance with the situations, I realized the need to seek methodological alternatives that would add other possibilities for teaching Physics, in consolidation to the contents and the existing prerogatives and that would approach the needs of educational assistance, verified for the modality. Thus, I justify the choice of the theme, as a proposal to present to EJA, a methodology that considers a reinterpretation of the daily knowledge, proper to the subjects, intermediated by the Amazonian Regionalism of Pará. Through its Popular Imaginary and socio-cultural aspects, we seek to favor teaching, learning and teaching praxis. The relationship with everyday elements was based on legal parameters, such as BNCC, PCNs and LDBEN. The transitivity between the scientific phenomenological basis and regionalism, was mediated by Ethnophysics. The reference educational institution was chosen because it belongs to its as a teacher in Physics. In summary, the elaborated proposal is based on the use of Didactic Material aimed at Teaching Kinematics, based on Amazonian Regionalism. Its insertion occurs at the 2nd and 3rd Moments of a Didactic Sequence, applied to students of the 1st year of EJA and is in the form of a Primer. The proposal has its culmination with the individual student production of authorial material, which relates Regionalism and Physics, and may be in the form of comics, primer or comic strips. As a theoretical framework, we use the most general ideas and pedagogical concepts of the Brazilian educator, Paulo Freire. We observed, with the application of the Didactic Sequence, that the students started to interact and dialogue more with each other and with the educator, collaborating and questioning the problem situations presented, starting to develop greater autonomy in their responses and showing greater interest in the subjects addressed.

This dissertation addresses the development and analysis of a didactic sequence focused on classes from the 1st. year of high school on mechanics content, using the theme of sports and sports as a form of contextualization. The design of the activities that make up the didactic sequence was based on the guidelines of the Active Learning methodology, which promotes students' cognitive engagement. As a didactic resource, we use videos, slides, texts adapted from academic articles on sports and the teaching of Physics, experimental activities, using computational resources that are somewhat innovative for the student audience, such as Audacity for audio analysis, and the Video analysis tracker, which is a differential in helping the practice of active teaching. The sequence analysis consists of checking the activities performed and reflecting on the external expressions, spoken or written, based on the dialogues between teacher and students. The associated educational product, consists of digital textual material, consisting of instructions and suggestions on how to implement the active sequence for the teaching of Mechanics, associated with sport, discussing the computational resources associated with the experimental practice of Physics and references on Active Learning in Physics Teaching

This work presents results of the application of an active sequence of teaching and learning, using the Peer Instruction (PI) methodology in the understanding of spectra and other topics of Modern and Contemporary Physics (FMC) in a class of the 3rd year of High School, with the participation of 20 (twenty) students, and aimed at providing teachers, especially at the secondary level, with useful strategies to qualify Physics teaching. Developed by professor Eric Mazur, in the 90's, the PI proposes, among other things, actions that promote the conceptual understanding of the subjects covered. Studies on the topic have already shown satisfactory results, because in addition to changing the teaching dynamics, it allows the student to systematically and oriented dialogue with the teacher and colleagues, reaching the objectives of the methodology, which is the engagement of students in the process of learning and understanding physical concepts more significantly. We approach FMC due to the importance of this great area of Physics, especially nowadays when several technological devices have their operating principles based on this segment. We also highlight that in the last decades there has been a discussion about the insertion of FMC content in high school through articles published in magazines in the area of Physics Teaching, with theoretical, historical and experimental approaches, thus constituting a important reference for basing ourselves on this content. The didactic sequence produced was supported by Vygotsky's Sociointeractionist Theory, originating an educational product. The educational product is composed of Reading Tasks (TL’s), Conceptual Tests (TC’s), probing tests, problem solving, computer simulation and experimental activities. The classes were structured in 7 (seven) meetings called teaching episodes, so that these episodes characterized the application of the educational product. Throughout the implementation, the students were motivated with the application of the method, the participation and commitment of the students were one of the determining factors for the achievement of good results, given that the method is based on the previous study, so it is interesting to predisposition of students. Another important factor, raised by the students in the evaluation questionnaires, was the relevance of discussions with colleagues in understanding the issues, reflecting on the good performance in the tests and the convergence to the correct answer. The analysis of the questionnaire also inferred the good acceptance of the methodology and that it is possible to modify the dynamics in the classroom and provide a more meaningful learning.

This study proposes as a primary goal the analysis of the smartphone application in pedagogical activities in the school sphere as a focus on the subject of physics, on the contents of uniform movement and free fall movement. The possibilities of didactic use of the smartphone are so rich that it is impossible not to use them. It can be used to learn, search for information, perform scientific experiments, take notes, communicate, collaborate, etc. Thousands of apps or apps can be downloaded cheaply or free of charge. Several of these applications are cultural products specifically for teaching and learning. Applications that have not been provided for teaching can also be diverted to make educational use. In all cases, the terms of use of the smartphone in the classroom or in connection with the school (do the homework) must be well defined by the teacher. An "educational scenario" can specify the objectives and modalities related to the training activity. Therefore, an attempt is made to present some concrete possibilities of uses for this device, which in the research had an 86% of students agreed that the activities carried out facilitated the understanding of the physics content. Technical, security or class management issues are not dealt with here. This is a general perception of teaching and learning, so as not to grant a user manual. It is important to remember that if you are developing skills and abilities, you will be developing process-centered teaching and, as a result, improving the mental tools for learning. In reference to the learning architecture, there is the use of techniques that are based on mental representation, imagination, encouraging the use of models or conceptual maps, thus facilitating the understanding of what has been learned and the collection in long-term memory.

The dissertation presented here aims to contribute to the teaching of waves in high school through the elaboration, implementation and evaluation of a didactic sequence along the lines of Potentially Significant Teaching Unit (UEPS), using the Arduino platform as a teaching facilitator. The research was conducted with third year high school students from the Interactive Educational Center, located in the District of Icoaraci, in the municipality of Belém, State of Pará. It was proposed an educational product containing the information and procedures for its construction, example data obtained and proof of the quality of its operation. The product also contains the activity guides to be used in the classroom in order to enable, through activities with Arduino sensors such as ultrasonic, to better learn the concepts in Physics Teaching. Then, the results of the questionnaires (Pre-Test and Post-Test), participation and presentation of projects at the school science fair are presented. These allow to argue in favor of the use of the methodology used by the teacher, the classes of the discipline of Physics.

The purpose of this dissertation is to apply a didactic sequence on the investigation of light through the study of optical spectroscopy and its relations with everyday life, for Physics Teaching, culminating with an experiment on quantitative analysis about the spectrum of gas lamps. mercury and incandescent lamp using a diffraction grating made with a 700 Mb Compact Disk (CD). This sequence was applied in the second semester of the current year to an 8th grade class in a private school in the municipality of Ananindeua. During the first semester, students were literate about the wave theory and its phenomena, through traditional classes, finalizing the content in acoustics, because in the second semester the optics would be worked in order to stimulate the study of optical phenomena and their relations, mainly with astrophysics. In this sense, a didactic sequence with historical approach of spectroscopy was developed, as well as videos related to astrophysics, experiments and tests before and after, including entrance exams, in order to quantitatively analyze student learning, based on Learning Theory. Significant by David Ausubel and with an approach to Cognitive Load Theory. The result obtained in a quantitative way was very satisfactory. During the experiment the students were able to identify the spectrum of the lamps and relate them to the type of gas used, reporting and remembering the work presented by them, as well as in the process of applying questions during the experiment. the 3 bimonthly evaluation, with a vestibular question. The final result of this didactic sequence proved to be quite satisfactory, allowing the students a meaningful learning for the theme, (re) structuring the cognition, without overloading the short term memory and thus settling in the long term memory.

Researchers have been very concerned about different ways of teaching physics in basic education. New pedagogical trends are applied in the search for motivations that hold the student's attention and corroborate the satisfaction of the teacher. The general objective of this work is to create favorable conditions for the intellectual development of the student leading to a process of scientific literacy, arousing their curiosity and motivation for the applied study, consequently better absorbing the scientific knowledge of teaching and learning. The action of this work is justified by the creative way to explore the critical sense of the student or his background about the problem situation presented, giving them the opportunity to discover their potential intellects extracted within a scientific logic. The methodology used is part of a SEI that should be applied in an experimental process on Thermal Expansion and that, in the face of the apparatus, the student has the ability to discover its experimental setup as well as seek answers to previously raised questions. As theoretical contribution, this work used the ideas of PIAGET and VIGOTSKY, producing a social interaction through organized groups, seeking previous knowledge of them. The results were very positive both in motivation and knowledge obtained reflected in the evaluation questionnaires. We deal with the closing considerations of the educational product developed here that opens spaces for new SEIs with other subjects to be explored. 

We developed a brief history of the deaf community in the world and in Brazil, showing how discriminated and marginalized over time (STROBEL, 2008b), and which public policies favored their inclusion in society. For such inclusion to be possible, we address the need to use the natural language of the deaf person, in the case of Brazil, LIBRAS, making the differentiation between language and language and the importance of their use in the classroom.
To achieve a better relationship with deaf students, we use the theory of cognitive load, (SWELLER, 2003), and the effect of split-attention, being more specific in the displacement of eyes, (SOUZA, 2015). For this we use the pre-knowledge, vocabulary created in partnership with the deaf community, for each new concept that we would work in class. We give the Cd with these signals, also containing an explanation in LIBRAS of each concept.
With prior knowledge of the concepts and signs referring to them, we placed the image of the interpreter during the lesson in the corner of the slide to avoid split-attention. In order to divide the learning into smaller pieces (POLLOCK, CHANDLER and SWELLER, 2002), create subschemas to form a more complex scheme.
At the end we deliver the recorded class, audio and in LIBRAS, because the objective is to promote inclusion among hearing and deaf students, being provided a support material for the deaf, mainly, because the reality is still precarious. The work was developed to the point of decreasing the cognitive overload placed in working memory (Miller, Galanter and Pribram, 1960).
To evaluate the work, we give classes, without the new signs, not even any kind of foreknowledge, and another class with the new signs and foreknowledge. We obtained good results and a great satisfaction of the deaf, because in their testimonies, they tell us that they became part of the class, which was not possible before.

A POTENTIALLY SIGNIFICANT TEACHING UNIT (UEPS): Newton's Laws on Conceptual Songs.

The aim of this work is to teach Thermology using active methodologies, Peer Instruction and Just-in-time teaching, promoting students' learning in their teaching and learning process. The proposal was applied in a second year class of the middle school of an Ananindeua (Pa) public school. There were 9 classes, one class for solving numerical problems, three for reading tasks and the other for expositions and application of conceptual tests. This work is based on the historical-cultural theory of Vygotsky considering the fundamental social interactions for the learning of individuals. The results of the conceptual tests and the pre- and post-tests demonstrate a significant gain in student learning. Support texts, conceptual tests, experimental demonstrations, numeric problems and video display were used. Student opinion demonstrates that the methods were well received which resulted in a greater interrese of them in physics classes. 

The objective of this work is to analyze the application of a thematic proposal, focusing on the teaching of optics, based on a motivating text that illustrates a visit to the ophthalmologist, with the objective of understanding from which terms the students develop learning relations of contents of physics as the everyday, under a thematic approach. The thematic proposal is supported by three stages: Presentation of the theme, Detail of concepts and physical principles and production of knowledge. The theme "A proposal for the teaching of optics" allows the subjects related to optics to be aborted in a soft and contextualized way, motivating students. The educational product is composed of the motivational text and didactic material, which makes the dialogue between the reality of an ophthalmological consultation and the scientific knowledge through a character, Diogenes, created specifically for this purpose. The product was applied to a third grade high school class of a public school in Belém. As instruments of collection were used: teacher's logbook and the construction of conceptual maps by students during the application stages of the product. This material was analyzed based on the technique of Interpretive Analysis. During the stages, reflections and discussions about the presented situations made possible an exchange of knowledge between the students that reached the life experiences, besides the scientific knowledge, which allows us to explore new challenges that a thematic proposal brings to the teaching of physics . In addition, conceptual maps, built collectively by students, indicated an expressive growth in the domain of physical concepts linked to the optics as they came into contact with the motivating text and, even more intensely, with the didactic text. The observed results allow us to infer that the motivational and didactic texts used with the proposal of the three stages worked in this research can contribute to a contextualized learning of physical concepts, in addition, the didactic product of this dissertation can be used by teachers and students of physics in high school to learn optics effectively.

This work was applied in a second grade high school class, with the proposal to disseminate the teaching of Physics through concepts of optics, through classes built in the form of active learning, which places the student as protagonist in the construction of learning , so that it can become a proactive being in this process. The point that converges to this teaching model was established by the use of the Peer Instruction method of learning, which promotes students' involvement from conceptual tests. The work is organized in chapters, where the first discusses some approaches of Peer Instruction. The second chapter addresses important references, which are pillars of support for the work. The Peer Instruction methodology, established by Eric Mazur, was the main reference established in this work; the approach of this methodology with the students followed the references of Paulo Freire and Lev Vigotsky, where it is called attention to the importance of the group discussions, whose formation must be constituted by individuals of different levels of experiences and heterogeneous maturities. The third chapter describes the Peer Instruction methodology, whose employment depends on some type of voting device. The Plickers application was the system used to collect votes. Due to its relevance to the construction of this work, the Plickers voting mechanism is given a detailed description, including instructions on how to proceed with its manipulation. The fourth chapter presents all the results obtained from this work. The discussions and expositions of these results will be expressed through graphs, giving us the conditions to infer about the learning.

The main objective of the work developed was the elaboration and construction, together with the students, of an educational game of questions and answers on topics of Thermodynamics, which, after having worked as an effective support tool, reinforcing the contents previously taught in lectures. It also portrays the importance of the use of play, whose purpose is to improve the learning and use of students' skills, such as; argumentation, creation and socialization, which in many cases are not contemplated in the lectures. All the stages were developed with 2 classes of the 2nd year of High School, in a private school in the city of Ananindeua - PA, and during the construction of the game was observed a greater interaction between the students and also intense dialogues between students and teacher, since there are stimuli that provide students with more interest in learning the discipline, it is important to point out the extreme importance of these interactions and dialogues about the concepts of Physics when students ask questions and answers, and in addition , there was the maturation in the students, acquiring a more critical posture, experienced by the dialogues and that favored the learning in the classroom. 

The audio description is an indispensable tool used to guarantee greater accessibility to the visual information of visually impaired or blind individuals, and consists of translating the images into words. However, this is a rather complex operation, since it is not enough to describe what is seen, but what is relevant to the semiotic organization of the figure in question. Based on these assumptions, research was conducted with undergraduate students in physics and natural sciences at the Federal University of Pará, and with teachers from the public and private teaching network. The research had as corpus 4 images in topic of mechanics, commonly found in textbooks of physics, for which a description theses ones has been requested for graduation students. Besides that, we worked with blind and low-vision high school students in the formulation of audio description images in the dynamic problems. Finally, a survey was carried out with the teachers where we sought to verify if the majority of these teachers had contact and if their degree contemplated them with some methodological process aimed at the inclusion of people with disabilities. The present research with regard to the typology of the research characterizes as being descriptive, with a field research, besides this, the research has the qualitative and quantitative character. In this sense, a semi-structured questionnaire with twenty open multiple choice questions was applied, addressing questions related to the perception of the sample of teachers chosen on the possibility of using the audio description in the physics classes and was constituted by two parts: the first part with the identification of the teacher, the second part deals specifically with the demand found in the school context about visual impairment. It can be concluded that it is worth mentioning that the teachers of the sample studied perceive the importance of audio description in the practices of the school context with people with visual impairment. It is understood that it is vital to seek instruments, or even to implement those already conquered, so it is necessary to establish a public policy that takes audio description into account as a fundamental process for the inclusion of the visually impaired. capable of enabling new experiences and a sense of social belonging to them, by allowing access to environments, plays, films, seminars, museums, among others. However, it should not be forgotten that all the technological advances that have been taking place in school can be improved on a large scale, provided that the State and the Public Authorities keep in mind that through the use of audio description or other technological resources can be made available of teachers effectively, enabling the content to be illustrated as clearly as possible.

This work aims to present a didactic proposal culminating in an educational product using the use of an audiovisual tool, the real videos, in the Physics discipline in a context focused on the teaching of Newton 's Laws. The development of this proposal has as theoretical reference the principles of Cognitive Theory of Multimedia Learning of Mayer (2005) and the guiding precepts of Active Learning. The fact of working with real videos is in its potential ease in contextualizing scenes from donation to day in various branches of activity and, especially, a way to move away from the conventional, traditionally expositive classes. The methodological paths were all developed in a state public school in a high school classes of Youth and Adult Education in 2017. As a way of evaluating the degree of effectiveness in the teaching and learning process, a qualitative research was carried out, through questionnaires both for the didactic method, Active Learning, and your principles. The link between the Cognitive Theory of Multimedia Learning in the choice of videos and the Active Learning as a didactic action strategy proved to be quite solid, resulting in a successful product as a proposal to facilitate the learning of Physics in theme Newton's Law of the motion.

This work had as objective to elaborate, apply and evaluate a didactic sequence for the teaching of physics (more specifically Newton's Laws) with focus on the development of competence in high school education integrated to vocational education of technician in buildings. The developed educational product was subsid ized by the theoretical reference of educational competence of Philippe Perrenoud, based on the criteria of construction of didactic sequence proposed by Antoni Zabalaand, Sérgio Tobón Tobón via the concatenation of two methodological strategies(Project-BasedLearning and Computational Simulation) that articulated in a unique way by Paulo Blikstein they gain the denomination of Bifocal Modeling. The didactic sequence was articulated and applied in activities arranged in four Didactic Cycles of Competence Development, composed of four stages each. In parallel with these cycles, an activity called Integrative Project  was part of it, which consists of a challenge for the students (in groups) to construct a physical model of a lattice bridge with popsicle sticks and, at the same time, amathematical-computational model of the same structure. The physical and virtual models are compared in a destructive load test. Almost all of thegroupsformed(7outof8) succeeded in constructing the two models, and the agreement between them proved to be quite satisfactory. The vast majority of students
reached the highest grade in the scale of the category of observable indicators of competent performance with respect to the Integrative Project. Satisfactory results, however to a lesser degree, were also found in the analysis of the  didactic cycles. These tools of systematic observation of evaluation and redesign created for this didactic sequence made possible the measurement of aspects of feasibility and adherence of the students to the proposed activities. Research by statistical analysis based on pre and posttest methodology proved that there was also a statistically significant mean learning gain in relation to the Newtonian conception of force and movement. Thus, it can be concluded that the present didactic sequence was successful in providing for the student the opportunity to selectamentalschemeofactioninavaried,multipleandredundant manner. Such a attribute can be considered as the characteristic posture of the individual's performance in the development of competences.

The kinematics approach in Brazilian schools, both elementary and middle schools, is usually carried out through a traditional pedagogy, based on the exposition of theory and the resolution of repetition exercises, with an almost always mathematical approach. The purpose of this study was to propose the use of an active approach in the study of this topic, bringing to the classroom an approach based on constructivist theory, using an investigative teaching sequence (SEI) and a home activity involving a mobile location app, Google Maps. The didactic material was developed and applied in elementary education in the educational network of the city of Belém, state of Pará, where the concepts of speed (speed, medium speed, and instantaneous) and acceleration were explored. Concurrently with the discussion of specific physics concepts, the use of the questioning approach made it possible to work with students more competences and skills related to science education, in particular the scientific argumentation. The SEI was applied in approximately three hours of classes, in different educational units, and for the evaluation of the results was verified the transcripts of the dialogue of the groups, using the scientific literacy indicators of Sasseron and Carvalho and the argumentative structure of Toulmin, besides the teacher's experience report. As a result, it was possible to observe first the motivation of the class for the new didactic approach. In addition, it was possible to find elements that constituted a scientific argumentation, as well as indicators of scientific literacy, as well as indications, of meaningful learning of worked physical concepts.

The present study deals with the use of mobile devices in education, given that information and communication technologies (ICTs) are increasingly present in contemporary society, modifying the man and the environment in which he lives. In this context, considering the great transformations driven by the accelerated technological development, it is necessary to adapt the educational practices to the historical-social panorama of the current conjuncture. Thus, in order to promote a teaching-learning process of dynamic, engaged physics, integrated to the reality of the learner, the research developed had the objective of investigating how it can provide the integration of technologies in the teaching of Physics from the use of an application, created on the free Mit App Inventor platform, to run on mobile devices such as smartphone and tablet to teach basic concepts of calorimetry. For this, we use the theoreticalmethodological contributions of meaningful learning of Ausubel (1978), Novak (1981) and Gowin (1981). In addition, a qualitative-quantitative field survey was conducted, with semi-structured questionnaires, with closed questions, and the target audience of two classes from the Secondary School, Fundação Bradesco, with headquarters in Paragominas. Therefore, the relevance of the study is justified, because the proposed intervention contributed to stimulate the teaching of Physics in a contextualized way, promoting a significant learning.

The present work is the result of a research on the Teaching of Physics by Investigation that, in the form of Educational Product, elaborate a Sequence of Investigative Teaching (SEI) on buoyancy. The purpose aims to analyze the teaching of Physics by Investigation in the perspective of planning, execution and evaluation of classes, and in the elaboration of the SEI on buoyancy. The specific objectives of this proposal are: to apply the educational product elaborated in a public school and to demonstrate that it can be applied by other teachers; to engage students in investigative activities for developing scientific attitudes; and describe the results obtained during the application of the educational product. To reach the proposed objectives, we carried out studies on the importance of group work for the construction of knowledge in the perspective of Piaget and Vygotsky. We analyze the relationship between scientific research and teaching by investigation to contextualize this methodology with the purposes suggested by the National Curricular Parameters. To reach the proposed objectives, we analyze the results and evaluation of the Educational Product in three areas: Evaluation of the research activities that occurred during the application of the educational product; Assessment through National High School Examination questions that were applied one week after completion of the teaching methodology; and a questionnaire that revealed how the students perceived the investigative activities. Were conclude that the teaching of physics by investigation is a methodology that makes it possible and help to improve the quality of teaching and promotes the construction of knowledge.
 
 

The present dissertation proposes to sequencing an investigative teaching activity to build knowledge of electricity and magnetism based on the functioning of the sensors of guitars and guitars. The electromagnetic sensors (or pickups as they are called commercially) of the guitars and the piezoelectric of the acoustic guitars transform the mechanical energy associated with the vibration of the chords into electrical energy. The objective is to develop practical skills associated with the planning and construction of small electromechanical artifacts that use electromagnetic induction or piezoelectricity to generate small portions of electric energy in accordance with the active methodologies that guide the teaching practices of the 21st century school. The sequence consists of three investigative experimental classes designed to construct theoretical concepts and a demonstrative experimental class whose learning aid tool will be the electric bicordium of Pitagoras, a doublestranded box with two electromagnetic and piezoelectric pickups that will be used to demonstrate through the sound some qualitative characteristics of the energy transformation in these sensors. The methodology had as its theoretical source the constructivism of Piaget and historical-cultural psychology of Vygotsky. The evaluative process occurred during the application of the activities and for the subsequent production by the students of small power generation plants. Satisfactory results were obtained in two 3-year high school classes demonstrating the educational potential of the proposal.
 
 

This work presents a didactic sequence that aims to teach classical mechanics in classes of the initial high school series, based on gamification, which admits the use of mechanics, architecture and aesthetics of games to engage and motivate teachers, seeking to enhance the learning. The research was applied in two classes of the afternoon period of the first year of high school, in a private school in the city of Belém-Pa. Various technological resources were used, such as smartphones, tablets, projectors, internet, as well as digital games and performance analysis applications. The activities were developed specifically with the digital game Bunny Shooter, through which students performed participatory activities interacting with elements of the game related to physics (inclined planes, bow and arrow, trampolines, friction surfaces, simple pendulums, etc.). stimulating a state of significant interest in everyone involved in the work, including the teacher. More than one hundred and twenty mechanical challenges were elaborated, of which the great majority can only be solved by using the game (access to the stage or manipulation of the proposed moves). The students were evaluated through the Socrative performance analysis application, with five objective challenges to each mission (class), which required conceptual understanding and theoretical analysis involving mathematics. A comparison was made of the grades obtained by the students in the first evaluation, where the content was passed through the traditional method used by the school, with the dynamics proposed by the work; the data showed a considerable improvement in the means of the two classes. The satisfactory result may have been achieved due to the motivation and the students' understanding of the use of a proposal that is rarely explored daily in their study environments. The students' statements and the manifestations in favor of the continuity of the method, indicate that the technique employed was very high acceptance by the students. The challenges developed, the discussion about gamification, the steps of how to make a gamification, the instructional material used in the classes, the questionnaires and slides for presentation to the students about the meaning and implementation of the gamification, will be available online in the platform of the Master.

In this dissertation the use of the Instagram social network as an educational tool was explored, aiming to establish a link between teacher and student outside the school environment. The choice of the social network came from the profile of the basic education student who was part of the research. The main idea was to provoke the student about a Physics theme that was later worked in the classroom by the teacher in a more robust way. The proposal was based on the spiral theory of Jerome Bruner, where the student revisits several times the same theme, and with each more deepening the approach is becoming. Physics topics related to the first and second years of high school were proposed and carried out in a private school in the municipality of Ananindeua-Pa. The applications were made in seven classes, four of first year and three of second year. For the first year the theme "Transmission of the circular movement" was proposed. For the second year were proposed two themes "The operation of optical fiber" and "Vibrant strings". Three short videos and supporting texts with journalistic character were made on the themes, making an initial approach that aimed at a small provocation, while at the same time seeking to generate curiosity in the student. Two of them were made and narrated by Professor Oliveira himself, author of this dissertation. In the third theme, the students took the initiative to produce the video. Filming and editing was also the responsibility of the students, at their own request. The themes were posted on the Instagram social network and the students were advised to follow up the post so they would get the first information. After that, questionnaires were made and applied in the classroom to know the level of comprehension of the posts and later the lesson was given to deepen the theme. As a product of this dissertation, a text of support to the teacher was produced, with the main observations of this research presented in the form of a manual of use of social networks in a school environment. As an example of use, the instructional materials on the explored topics were also presented. There was no need to make the videos available, as they were accessible on the Instagram social network through the @profederguimaraes profile.

Experimental activities are extremely valid educational tools for the teach-ing of physics in a dialogic expositive classroom, since they facilitate student learning through an interactive participatory practice in small experiments and / or physical demonstrations, which contribute to dynamize abstract concepts through of dialogues between theory and practice. Thus, in order to increase the student's participation in classes and activities, as well as to sharpen the dynam-ics of the teaching-learning process in a meaningful way, we seek, in this work, applied to the 3rd year of high school, cognitively reinforce concepts Physics re-lated to basic electricity, with emphasis on electric current, electric current den-sity, responsively counteracting the repository of the student's scientific sense in the face of common-sense knowledge. To do so, we perform a combination of series, parallel and mixed resistors in which the supposedly ohmic resistors will be exchanged for the human bodies of the students in order to demonstrate, in-teractively and actively, the purposes of such associations, their peculiarities and common characteristics. In addition, the experiments also sought the understand-ing of the short circuit in a resistor contained in a combination of resistors, show-ing unequivocally that there is no explosion in such a resistor. On the other hand, it is worth emphasizing that the accomplishment of such activities does not re-place traditional classes, but rather aims to facilitate the cognition of the physical concepts addressed as well as the reason why we need to combine resistors in series, parallel or mixed. Therefore, tradition and demonstration certainly estab-lish possible interactions, which may contribute to dialogues between theory and practice in physics teaching.

In considering the importance of audio-visuals resources and experimentation in the teaching-learning process of our students, which simplify the acquisition of theoretical and practical knowledge, this work aims to use of softwares and the construction of a teaching materials for usage in classes and workshops, starting from the creation of a virtual collectanea to be used as an input in science classes with approach in Physics for higher Elementary Education. In the collectanea, it will be included animations made in specific softwares, as well as videos and experiments in the area. Some videos show experiments in which it will be described their preparation and possible methods of application, as well as other proposed experiments aiming to offer a Physics teaching of higher quality for the students and, above all, raising a scientific vocation in the students. One of the goals of the NCPs with respect to science highlights "understanding the physics in the experiential world of the student, and in the technological equipments and procedures." For this reason, the usage of experimentation linked to the collectanea gains prominence and is undoubtedly one of the main objectives to be reached in their approach. The experiments are interactive, and designed in order to present richness in what concerns the various stimuli to attract by means of the diversity of topics presented and the plastic beauty, in contrast with the traditional method of teaching. The pedagogical basis used in the development of the product is the Sociocultural Theory of Lev Semenovich Vygotsky, which says that the human brain is able to assimilate any information received as long as the ability of the student is respected.

This paper presents a proposal for Physics Teaching through a book based on a Virtual Flash platform, with emphasis in kinematics and dynamics, aiming to the creation of a didactic material to complement the traditional classes during the first year of high school. The parts of the book have physical concepts and animations that bring the student to their daily lives. Each chapter provides the bibliography of an important physicist, with the title "See More", to bring the student to the historical context in which the scientist lived and the contributions to the study of physics. As a theoretical framework, we used the Meaningful Learning Theory (MLT) by David Ausubel with the main focus on student cognitive structure, Ausubel teaches that each new taught content must be anchored in a subsumer that is a knowledge that the student already has and makes learning more effective. The final product was applied in three classes of the first year of high school. The tools for the survey data collecting were a test I, a test II and a didactic-methodological questionnaire. The qualitative and quantitative information obtained from the questionnaires have enabled a favorable analysis to the question of learning, because the interests of the student and the board of normal ratings had significant improvements. Therefore, we can conclude that the product developed is effective and is in accordance with the objectives of the original proposal.
Keywords: Physics Teaching, Virtual Book, Mechanics.

Contemporary society is a product of constant evolution processes. Thus, from the wheel to the steam engine, electricity to computers, major changes in the daily life of our society are provided by technological developments. Therefore, in the case of the educational context, this development must be present in educational practice and the teacher is largely responsible for the inclusion of this new reality at school as a meaningful whole. Then, if teachers and students are placed in a dynamic universe evolving in
contact with increasingly advanced technology, living and working in and through social practices which are part of every day, why not to introduce them within the educational context? Therefore, conducting experiments in class has a key role in physics teaching, according to the purpose for which it is proposed the Law of Guidelines and Bases of National Education: preparing for the world of work, of science and technologies, with the agreement that a physics class with experimental activities brings significant results with respect to learning.
However, the materials used in conventional laboratories are not always readily available due to the very high cost, and the difficulty to access and manipulate within the reality of each school. Therefore, the creation of virtual experiments becomes an alternative for the teacher to overcome these challenges. The computer itself is a motivating factor for the student, which according to the theory of Vygotsky, for learning it is necessary to think, and to think about a problem the student needs stimuli, so there is no learning without motivation.
Thus, the present study is supported by the results of a qualitative and quantitative research action, carried out after the application of the product, with several contributions to facilitate the process of teaching and learning the practical theory of physics.