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.