O estudo da queda dos corpos com resistência do ar durante a pandemia da COVID-19 baseado nos três momentos pedagógicos

Abstract

In this dissertation, I present the report of a research-intervention on the study of air resistance through a teaching sequence constructed and applied in the form of a mini-course, carried out in a State School that belongs to the State of Espírito Santo’s Network of schools (SEDU). The mini-course was applied to a group of 9th graders, in the city of Serra, metropolitan region of the capital, Vitória. A literature review was carried out in journals on Science teaching and Physics teaching in Brazil and it was found that the subject is very rich, yet little explored in the classroom (SA). The proposal for this intervention is based on a methodology used was the Methodology of the Three Pedagogical Moments, proposed by Delizoicov and Angoti (1990), consisting of initial problematization (IP), in which a subject that is part of the daily life of students is presented, the organization of knowledge (OC), so that the construction of the same is carried out through an accessible and participatory dialogue of the students, and finally, the application of knowledge (AC), both in the lives of the students, and in the understanding of the theme in the teaching of Physics correlated. The qualitative research carried out was supported by observations, questionnaires, conversation wheel, group work, records through a logbook, audio and video recordings, and photos of all meetings. A mini parachute championship was held with 5 groups, in a dialogue between them and the teacher. Thus, in a practical way, we analyze the magnitudes that make up the force of air resistance. We conclude, through the theoretical framework and the methodology adopted, as well as the analysis of the results, that there is a possibility of exploring classical physics themes, such as the study of air resistance, both in basic education, through elementary school and Middle School, and also in Higher Education, and thus, bringing science closer to students, starting from their daily lives, and build scientific knowledge together with them in the classroom.