https://repositorio.ufu.br/handle/123456789/20381 2026-07-21T13:10:50Z https://repositorio.ufu.br/handle/123456789/48862 Title: Uso de experimentos no ensino das leis de Newton Abstract: Physics teaching has often not attracted or motivated students, with the teaching methodology being one of the factors that contribute to learning difficulties. The use of experiments can be explored as a strategy to awaken students' interest in the subject. This work presents the construction of a didactic sequence (SD) with the theme of Newton's Laws, developed through experiments. The sequence was planned for eight regular 50-minute classes: the first class consists of the application of an initial questionnaire to understand the students' perception of the topic; the following six classes are intended for carrying out and discussing three experiments, one for each Newton's law; and the last class is theoretical in nature, including the reapplication of the questionnaire in order to evaluate learning. Although the sequence has not yet been tested, it is expected, based on studies and observations of pedagogical practices, that it will contribute to improving the teaching and learning of Newton's Laws. 2024-05-03T00:00:00Z https://repositorio.ufu.br/handle/123456789/48822 Title: A experimentação de baixo custo no ensino de Física: uma proposta metodológica para escolas do campo Abstract: The teaching of Physics in rural schools faces challenges related to the lack of infrastructure, the absence of laboratories, and the difficulty of articulating the subject with the students’ reality. In this context, low-cost experimentation emerges as a viable methodological alternative to democratize access to scientific practices, fostering motivation, meaningful learning, and the appreciation of peasant identity. This study aims to propose and analyze the use of low-cost experiments in the teaching of Physics in rural schools, investigating their contributions to students’ motivation and the development of investigative skills. The theoretical framework is based on the contributions of Paulo Freire, Lev Vygotsky, and Alberto Gaspar, highlighting the centrality of dialogue, social interaction, and the affective dimension in the educational process. The research also considers the relationship between school and work in rural areas, discussing the impacts of balancing study and labor activities on students’ school retention and academic performance. The proposed methodology consists of applying three simple experiments, constructed with recyclable and easily accessible materials, over the course of two 40-minute classes, followed by the application of an evaluative questionnaire to verify the clarity of the proposal and the learning outcomes. It is expected that the investigative approach will encourage students’ active participation, promote the articulation between prior knowledge and scientific concepts, and strengthen student protagonism. In addition to contributing to the inclusion and democratization of scientific knowledge, the study intends to provide practical support for teachers working in rural contexts, reaffirming rural schools as spaces of emancipation, dialogue, and collective construction of knowledge. 2026-03-18T00:00:00Z https://repositorio.ufu.br/handle/123456789/47644 Title: Materiais Magnéticos: como são abordados em alguns livros didáticos voltados ao Ensino Médio Abstract: The magnetic properties of matter is a topic often neglected and overly simplified in high school Physics textbooks. This study conducts a survey of 15 textbooks provided by PNLD 2018 and PNLD 2026. The methodology is grounded in Yves Chevallard’s Anthropological Theory of the Didactic (ATD), with its analytical framework reinforced by Bittar’s proposal, which segments content into course sections and proposed activities. Additionally, Bardin’s Content Analysis is employed to categorize and codify the conceptual depth levels related to magnetic materials (ferromagnetic, paramagnetic and diamagnetic) into three tiers: Superficial, Intermediate and In-depth. Results reveal that 53,3% (8 books) adopt a Superficial approach, 40% (6 books) an Intermediate one and only 6,7% (1 book) an In-depth treatment. Furthermore, just 46,7% (7 books) include specific exercises or activities on the topic. These finding highlight a significant theoretical and methodological gap, undermining students proper conceptual understanding of magnetic materials. 2025-09-19T00:00:00Z https://repositorio.ufu.br/handle/123456789/47478 Title: O RPG como uma ferramenta lúdica para o ensino de Física Abstract: This work aims to present the use of Role-Playing Game (RPG) as an active methodological practice, exploring playfulness to foster the understanding of Newton’s three Laws. The proposal is based on the idea that students, guided by challenges and mediated by the teacher, can build knowledge in a meaningful way. To this end, the concept of RPG and its gameplay dynamics are discussed, as well as its educational feasibility in light of the Base Nacional Comum Curricular (BNCC), through a comparison between the competencies outlined in the document and the benefits highlighted by authors who have investigated its application in education. The study also presents a logical-historical approach to Newton’s Laws, discussing the ideas and arguments of scholars of the time and their relation to current formalization. As a result of these analyses, a ludic game entitled “A Sinfonia do Saber” is proposed, offering students a logical pathway similar to the one described and contributing to their understanding of Newton’s Laws. 2025-09-18T00:00:00Z