O ensino de eletrostática na perspectiva da pedagogia da alternância: analisando a elaboração e aplicação de uma sequência didática utilizando blog

Abstract

Contemporary society, faced with the constant social transformations of the post-modern era, demands citizens who are professionals with a willingness to learn and think, meeting the different demands of their professional environment and proposing creative solutions to the challenges encountered, and the ability to intervene in the environment in which they live, being subjects in the process of transformations that aim to change their reality, as well as that of their community. In view of this fact, we ask ourselves Does the teaching of Physics currently practiced correspond to the longings of today's society? Is it possible that a series of demonstrations and conceptual questions inserted in a Teaching Unit have the potential to help the performance and satisfaction of the subject's learning about electrostatics in a pedagogical environment of alternating cycle education? When associated with Physics teaching, can design for change contribute to form students who are protagonists in the construction of their learning and active in social changes that represent the construction of a new reality in the environment where they live? In order to find elements to answer these questions, we aimed to develop an educational product based on a teaching unit that uses the Alternating Cycle Pedagogy and principles of the Meaningful Learning Theory as theoretical support to awaken in the student an investigative, critical, questioning, and evaluative capacity of the electrostatics theme applied in high school, as well as to form citizens who are subjects in the construction of their history, their life project, transforming their environment. The work was exploratory in nature, of the qualitative type, and the case study was used to analyze the educational product as potentially significant teaching material. Design for change was also used as a methodological tool, for being in accordance with the school's Political Pedagogical Project, Meaningful Learning, and Alternating Cycle Pedagogy. The teaching unit was applied in a 3rd year high school classroom composed of 8 students from the public state network, and the Design actions were developed in their social networks. From the development of the educational product remotely, we identified that the students achieved the condition of being protagonists of the teaching and learning process, playing an important role in the reality of their communities by intervening in their social environments in order to modify them and disseminate the results obtained, encouraging other members of their communities to adopt the same engaging, active, and proactive attitude.