Por uma educação sensível: storytelling no ensino de física

Abstract

Stories are part of everyday life for everyone, they are able to stimulate emotions and conections between people. This work aims to analyze which factors can make a Physics class more attractive from the perspective of Storytelling. Therefore, a literature review of the theme and its application in the physics teaching and a discussion of the relationship between Storytelling elements and learning were carried out. After that, a structure that aims to support teachers in creating their based on Storytelling was proposed. This structure has 14 elements to be considered: 1. public; 2. content; 3. theme; 4. emotions; 5. what remains?; 6. turning points; 7. obstacles; 8. initial problem; 9. characters; 10. events; 11. imagetic resources; 12. motivators; 13. evaluation; 14. Improvement points. Using this structure, a class was prepared and tested in a preparatory course for the University entrance exam - in remote class format, where an improve in engagement was qualitatively observed, when compared to previous classes. It is concluded that Storytelling can be used in Physics Teaching in the most diverse situations, as long as it be a continuous development process, taking into account the feedback of students.