Youth and Adult Education (EJA) educators are aware of the difficulties of teaching students the content of the curriculum proposed by the Ministry of Education. When it comes to the Physics subject, the challenges are even more complex, as educators are faced with teaching materials with outdated content, resulting in student lack of interest in the teaching subject. With the aim of reducing the practice of traditional teaching of the Physics subject, this work aims to develop and apply a potentially significant alternative instructional teaching material for Geometric Optics content, to be used as support by Physics teachers at the State Center for Education of Youth and Adults (CEEJA) of Santarém - Pará, which is in accordance with the programmatic principles of meaningful learning by David Ausubel, which includes: sequential organization, consolidation, progressive differentiation and integrative reconciliation, and such principles aim to enable the student to substantive and non-arbitrary learning. Aiming to solve the problem of the teaching material used at CEEJA/Santarém, which is inadequate for the teaching-learning process of the Physics subject, an educational product structured in four chapters was created, namely: Fundamental Concepts of Optics, Principles of Geometric Optics, Flat Mirror and Spherical Mirror, in addition to tables related to everyday physics, fixation exercises, solved questions and the Conceptual Map of the topics, in a way that allows the student to relate their previous knowledge to the knowledge to be learned in a substantive and relevant way. Regarding methodology, the research was carried out with students from the public high school network at CEEJA/Santarém. The research work is classified: how much the purpose is applied; regarding the objectives, it is descriptive; how qualitative the approach is; in relation to the method, it is hypothetical-deductive and the collection procedure is the case study. Data collection took place on different dates in June 2022. The instruments used to collect the data were the interview, questionnaires, pre-test and post-test. The research results were satisfactory and prove that the proposal defended by David Ausubel, regarding the use of potentially significant teaching material as a pedagogical tool to be applied in classes of any teaching subject, promotes the acquisition of meanings in the individual's cognitive structure, consolidating the meaningful learning.

Several works in the literature describe the difficulty that students, specifically of high school, face when approaching the contents of the discipline of Physics. Among these, those related to Modern Physics, due to the level of abstraction and little contact with everyday experiences, are objects of special learning complexity. In this context, we present in this work the development of a sequence didactic that works more specifically with the concepts of Black Body Radiation and Photoelectric Effect, applied with 3rd year students of a technical course integrated to the High School of a Teaching Institution of the Federal Network. The overall objective of this work is to propose a facilitator for the learning processes about radiation from the black body and the photoelectric effect of high school students, through a Unit of Potentially Significant Teaching - UEPS. The theoretical framework of learning used in the project is the Theory of Conceptual Fields (CBT), whose author is Gérard Vergnaud. The focus of the project is a didactic sequence, in which the methodology of teaching is based on Moreira’s UEPS and data analysis is done through Analysis of Bardin’s Content, together with support from the theoretical framework of CBT, to emphasize the possible operational invariants expressed by students in interaction with problem situations. An educational product was applied during the second half of 2022, from October to December, with the following execution stages: interaction with virtual simulators, presentation by the professor of proposed subjects, demonstration of experiments of physical concepts, resolution of pencil and paper problems by the students, study of topics related to Radiation Black Body and Photoelectric Effect. The following data collection instruments were used during the application of the educational product: interview, answers to open questions, recording video, audio recording and online form sent the link via Whatsapp. There were us first meetings the active participation of students in the first meetings, with time was decreasing towards the end of the school semester. In the first collection of data, there is a demand for attention in understanding the effects that were happening in the Black Body Radiation and Photoelectric Effect simulators. After exposition of the subjects, the students were also very interested in the effects that occurred from the experimental demonstration in the Physics laboratory. The perspective is that for future studies the presentation will be unfolded of the concepts of New Quantum Mechanics for high school students, addressing them if possible in David Ausubel’s view or Theory of Meaningful Learning or the Theory of Conceptual Fields by Gérard Vergnaud. We also intend to present the results of these works and shared with the other professors, who can be used in the classroom.

In this master's thesis, we present research a qualitative research based on
observations and responses to questionnaires from those investigated, that aimed to
develop in students the ability to establish a meaning of physical concepts so that they
identify these phenomena in their context and also develop reflective attitudes
regarding conduct and citizenship aimed at the well-being of society. And for this
purpose, an educational product was applied which is a Pedagogical Booklet for the
Teaching of Physics - LPEF, produced with characteristics of the STS-Science,
Technology and Society approach using the QSC -Socio-scientific Questions as a
strategy to achieve this purpose.
The research was applied with students in the 2nd year of high school at a public
school in the city of Monte Alegre – Pará, belonging to the Modular Education
Organization System – SOME (a modality of education that serves rural students in
the state of Pará). This application was carried out with remote classes, through
WhatsApp, due to the covid-19 pandemic, so that students received the LPEF for their
studies for readings and recordings of small video classes to complement the
explanations in the Booklet, as well as guidance via WhatsApp through messages and
audio to reinforce and guide the activities established throughout the study process.
The work of this research with the STS approach was carried out because researches
show that the characteristics of this approach are a facilitator to promote in students
scientific concepts related to a topic under discussion in an effective and
contextualized way with the teaching of Science, thus providing students with the
opportunity to apprehend knowledge to read their reality and develop the ability to
articulate the interrelationship of Science-Technology-Society associated with the
theme of this research "Mobility and Traffic", given that the subjects of this research
experience a social problem that are accidents of traffic caused by animals loose on
the roads, which often do not receive adequate maintenance from the public
authorities.
The opportunity to take a Pedagogical Booklet for the Teaching of Physics with STS
characteristics to students through QSC, providing opportunities for reflections linked
to the social problem of traffic accidents along the mobility of a mobile, would hardly
be observed in a traditional class, so this research comes contribute not only to the
critical development of students, but mainly to the teacher's reflections on her practices
and role in the educational system.

This work aims to identify and analyze elements of scientific literacy that emerge from the application of a thematic didactic proposal to work on a theme of atmospheric electrical discharges with a regional Amazonian focus. We seek theoretical support in scientific literacy references and thematic approaches. The proposal for Teaching Physics Through Regional Themes (EFATR) that supports this work is developed in three stages: Presentation, Deepening and Production-Evaluation. The educational product developed consists of a booklet intended for students and was designed for the application of the thematic proposal in these three stages. The booklet contains an activity guide, a questionnaire for surveying previous knowledge, a motivating text for the presentation of the theme, two questionnaires for deepening, texts collected from other authors that help in the deepening phase and a text of guidelines for the third stage. The application was made in a class of 22 students from the 3rd year of high school at a public school in the urban area of the municipality of Alenquer-PA. In order to answer the question "what elements emerge from the application of a regionalized thematic proposal that can signal contributions to the scientific literacy process of high school students?", we developed a qualitative research using the content analysis methodology proposed by Roque Moraes, at the light of the three structuring axes of Sasseron and Carvalho's Scientific Literacy. In the qualitative analysis of the production of 16 letters and 7 videos produced in the final stage, associated with the analysis of other productions during the first two stages of the proposal, we present the discussions of the elements that gave us indications that the work with regional themes has the potential to promote the CA, especially due to the diversity of resources used that allowed the development of various skills presented by the theoretical references used.

This paper presents an educational proposal to explain Einstein's constrained theory of relativity through 

a playful activity (board game, video and comic book) for the first year of high school. This proposal fulfills 

what the National Master's Program in Physics Teaching (MNPEF) aims to be the main emphasis on content 

aspects in the area of physics, for its application in the classroom, which brings as its general objective a proposal

 of how to work on Einstein's theory of constrained relativity using a board game, included in the mechanics program 

in the topic of Modern Physics, in the first year of high school, in which it will be placed in association with 

the student's prior knowledge. To carry out the study, a vast bibliographic research was done in order to better 

know the subject and, clearly, to pass on to the students using various resources such as slide and film. Then a 

practical class was played through the board game: two classes were chosen for the execution of the class, in the 

first one the traditional methodology was applied and in the second one was through the board game, to test if 

through the game aroused a bigger students' interest in the subject, and the result was noticeable, as students were 

able to use what was learned outside of school, as well as what was seen in the classroom with videos and 

reading of comic books and the proposed activities.

In this work, we seek to present a didactic sequence for the teaching of ballistic
movement from an experience report of teaching activity in some cities in the State
of Pará in recent years, based on experimental learning in the context of conducting
experiments in Physics - O rocket launch. A proposal related to the teaching of Physics
through experimentation and flight analysis of built prototypes. Developed in two steps:
1. Construction workshop and 2 Launch of devices for collection and movement data
analysis. The study does intermediation between theory and practice of the concepts
of Body Mechanics and had as one of its objectives, to analyze and understand the
problematic of the physical concepts about movements, especially the movement ballistic
(oblique launch), relating it to other disciplines, in recognition of the multidisciplinary
character of an experimental activity. It addressed concepts about chemical reactions,
balancing and stoichiometric calculations, and mathematics associated with equations of
motion through the ODE (ordinary differential equations) that arise when studying a given
phenomenon taking into account various forces acting on it, including air resistance. The methodology used incorporated different approaches: exposure of physical content and
concepts; openness to discussions; reading articles and explanatory videos; construction
and launch of prototypes. Another point addressed in this work deals with participation in
knowledge Olympics such as MOBFog / OBA, which offers the possibility to participate
in external events providing an insight teaching of this topic, its applicability and the
variety of concepts involved, as well as the promotion of partner disciplines.

The work aims to present the development of an educational product in the form of an educational booklet on the application of modeling cycles in experimental activities as a promoter of the learning of the concept of mass center. In this sense, some conceptions and modeling cycles of authors were presented, such as: Rodney Carlos Bassanezi, Dionísio Burak, Maria Salett Biembengut, Jonei Cerqueira Barbosa and Maria Werle de Almeida. The theoretical basis was the Significant Learning of the psychologist David P. Ausubel, who proposes explanations for the learning process, in which the students' previous knowledge has to be valued so that they build mental structures that can allow new discoveries with other knowledge, thus characterizing solid and dynamic learning. The methodological referral of the educational product involved five moments. In the first, five modeling cycles were characterized, from which students should choose only one of them to be effectively applied in understanding the experiments. In the second, the application of the modeling cycle to students was exemplified through an experiment deliberately chosen by the teacher. In the third, the understanding of the modeling cycle was deepened through experiments freely chosen by students. In the fourth moment, there was a collaborative socialization of doubts about the concept of center of mass. Finally, in the fifth and last moment, the modeling cycle was transferred to situations other than the center of mass. The results indicate that the application of the modeling cycle in the analysis of the experimental activity promoted understanding about the concepts involved, since the cycle potentiated the organization of the students' thinking to interrelate the concepts of balance, center of gravity and center of mass in a mathematical model. The research generated an educational booklet that can be used by teachers and students to learn the concept of mass center.

This work aims to present an educational product for the teaching of Fluid Mechanics,

at the high school level, based on the significant learning theory of David Paul Ausubel,

developed in the 1960s, considering that students can use their existing knowledge , called

subunits, to help in the teaching-learning process and, thus, enable the understanding of

the laws and applications of Physics that occur around you, in your daily life. The edu-

cational product was developed considering the teaching methodology by investigation,

where a didactic sequence (SD) is proposed as an educational product to be used in a

Teaching Sequence by Research (SEI). Following a qualitative approach, the methodology

was applied in two state schools, assisted by the Modular Teaching Organization System

(SOME). SEI was divided into four phases: Experiments such as investigative demon-

strations, Reading texts to stimulate research, Deepening knowledge and Evaluating the

knowledge acquired and involved all the mechanics of fluids, divided into Hydrostatics

(density, pressure in solids, pressure of liquids , Pascal’s principle and Archimedes’ prin-

ciple) and Hydrodynamics (volumetric flow, continuity equation and Bernoulli equation).

To collect application data, questionnaires, photographs, researcher’s logbooks, activities

developed and reports presented by the students were used. The data were analyzed in

search of significant learning indicators. For analysis and tabulation, the Excel program

was used. The results obtained provide evidence that the proposal facilitates the teaching-

learning process, helping students to understand the topics of fluid mechanics. In addition,

we hope to contribute to a greater didactic-pedagogical instrumentalization of basic ed-

ucation physics teachers, with a view to adding and implementing new practices in the

classroom.

Mathematics and physics are areas of knowledge that are historically linked. Among many other factors, this is due to the former providing structural support to the latter. However, when they are worked as curriculum components, in undergraduate courses, mathematics classes are usually taught as if there were no connection to physics. Based on this assumption, this paper aims to use a teaching strategy for the student to understand physical phenomena from mathematical themes, relating the knowledge learned in class with the real world, thus teaching crosses the barrier of four walls that delimits The traditional classroom. This teaching strategy was based on Bunge's works and is called the modeling method, and to enable its application in the teaching-learning process, Lev Vygotsky's theory of learning was used. To verify the efficiency of the method, it was applied to a first semester class of the undergraduate degree in Science and Technology, in which Mathematics and Physics are present in much of the curriculum. The research took a qualitative approach and was designed as a case study, thus the data collected were through observations, interviews, reports and video and photo records. From the data analysis it was possible to verify that the objectives of the research were achieved, which corroborated the hypothesis initially raised that the didactic proposal guided by mathematical modeling would facilitate the learning of mathematics and physics. These results made it possible to infer that teaching from the perspective of modeling enables students not only to understand physical phenomena, but to solve real problems involving physics through models. With the investigation, an Educational Product was built to guide teachers who want to use the modeling method in their classes.

The work developed a proposal of Teaching Physics from situations in the traffic through a thematic approach signaled by the Science, Technology and Society approach. It was organized based on the themes proposed by a professor at the Federal University of Pará, structured in three stages: Presentation, Deepening and Production-Evaluation. It was designed for implementation in the 1st Grade of Regular High School, since the topic of traffic allows subjects related to mechanics, which is the programmatic content of this series, to emerge with greater fluidity. We had the motivator the fact that all of a directly or indirectly, are part of the traffic and can apply knowledge of physics to a possible decision making, which is a major feature of the CTS approach. The result of this proposal was to build an educational product in the form of didactic material that prioritizes local context lived by the students, with an emphasis on real problems and situations met in the traffic in your town that will allow relations with physics. Thus, considering the methodological aspects that served as the basis for the preparation of the product, the students were able to use educational material that emphasizes a more humanistic and more focused education for a leading student in the learning process.

The objective of this master's thesis is to present the use of two low-cost experiments: A High Voltage Capacitor and a Balance of Electric Current in a Magnetic Field, as pedagogical tools that have reproducibility, are ludic and potentially meaningful, applied within a didactic sequence of teaching by research aiming to facilitate meaningful learning. As the theoretical basis for the construction, application and analysis of the results, we use Ausubel’s meaningful learning theory, the methodology of application of physics teaching with experimental problems and some theoretical references on low cost experimental activities in science education. We applied the product in three different educational contexts. In a class of the undergraduate of the Teacher formation course on Mathematics and Physics of the Universidade Federal do Oeste do Pará, where through interviews with focus groups, we verified that most these academics would reproduce the experiment of the capacitor in their future pedagogical activities. With a high school class from a public school located in the urban area of Santarém where students, through a survey, stated that they liked the experiment of the capacitor. Also with a rural teaching group of the Sistema de Organização Modular de Ensino (SOME) in a community situated on the banks of the Amazon River in a region of lowland where, through the analysis of written reports of students and a questionnaire applied before and after, we can perceive evidences of meaningful learning of the concepts of electric charge, electrification processes, electrostatic force, electric field, magnetic field, electromagnetic force and electric current. This research demonstrates that the educational product has good reproducibility, is ludic and has the potentiality to be meaningful, and can be worked within the methodology of teaching by research as a facilitator of teaching and learning process.

The teaching of Physics in Brazil has been marked by diverse problems, mainly due to the difficulties of learning and interest on the part of the students, the classes of the discipline Physics still are seen by the students as a tangle of formulas without contextualization with the daily life. In view of this scenario, it is necessary to develop differentiated proposals that allow the exploration of several possibilities of learning in physics teaching, in order to awaken in students a critical sense and interactive learning. E One of the alternatives was to gather information and animations on cancer issues using an Interactive Digital Booklet (LID), where students had concentrated information with animations and simulations. This dissertation discusses the teaching of Physics based on the approach Science, Technology and Society (CTS), leading the students to reflections for the construction of critical sense and production of their points of view regarding the subject matter. The LID was applied in a class of third year of high school and later carried out the analyzes that it was realized the acceptability and learning of the cancer theme and the physical knowledge related to this theme.

The present Work brings reflexions about the difficulties of the physical teaching in locked places . Motivated by the searching of new instruments educational to the education behind bans the goal of this work is the application of strategies methodologic since of the use of technologies of information and communication ( tic ¹ s) emphasizing the experimentation virtual whit the uses of simulators educational together with the learning by investigation and significative learning . For many ,as instruments to realize ,was used a research bibliographic qualitative .The samples were collected for questioners of characterization of class ,of levels of intention of the content and individual report of the pupils in privation of freedom ,before and after of application of methodologic strategies ,whit the result of compare and analyse ,identify its efficiency in the educational process ,considering all the limitations possible about this lounge ,the less of minimum structure to the teaching learning of physics’ , and even so of sciences in a general way, besides the particularities of each criminal establishment , the study looks yet contextualize the reality of the school in surrounding of no liberty and the profile of the pupils to promote a methodology centralized in them ,from now to their particularities and its knowledge denoted in its pedagogic will be a instrument significant of enormous educational value ,considering the massive lack of compatible material with the theme in study ,contributing of a significative way to improve learning presented in criminal school .Serving of support material to the teacher of physics ,inside of the context of prisoned education ,showing that many difficulties appear in each day ,braving future opportunities to the creation of new work hart bring methodologic alternatives to the consolidation and a good efficiency of education in spaces of privacy of freedom ,with a more human way and other direction as the main character .

The present work is a proposal of Physics teaching on the subject Wind Energy in the elementary school. This proposal is formed by a didactic material for support to teachers in their practical classes on Wind Energy. In this didactic material is presented and discussed the wind definition principals and its characteristics more revelant. Moreover, the work shows the history on the Wind Energy use since primitive people until nowadays, by giving emphasis in the electricity generation process. It is also presented the advantages and disadvantages of Wind Energy use as alternative energy source. In this project was used four simple experiments in class, the experiments are based in open access materials and low financial value. The teaching approach used in class was the investigation teaching. A model of city supplied by electricity energy coming from wind power plant was built for enhancement the learning process of the students on Wind Energy. The results show that used teaching strategy was helpful for teaching-learning of the students.