O ensino de física e a educação para o trânsito em tempos de pandemia: análise de uma sequência didática

Abstract

The motivation for this research came from the academic training of the researcher in Physics and his professional activity, in which he is daily faced with traffic violations and accidents, empirically verifying that administrative measures are not enough to change the behavior of drivers. The number of traffic accidents in Brazil is impressive for the number of victims when compared to other countries, according to the World Health Organization, in 2019, we were fourth in number of deaths. Several studies point to traffic education actions as fundamental in changing drivers' behavior. In addition, the Brazilian traffic code provides for mandatory traffic education in education for all levels of education. Observing this problem, this research sought to understand the contributions of learning Physics content with meaning in the topic of Traffic Education in the formation of the critical and participative individual through the application of the teaching methodology of the Three Pedagogical Moments with emphasis on content learning related to real situations involving the transit of vehicles and people. The Three Pedagogical Moments is a teaching methodology structured from the works of Paulo Freire, focusing on dialogic education, in which the teacher leads the student to the search for scientific knowledge. This dissertation is about a qualitative-quantitative research, of the case study type, with the presentation of the planning, execution and results obtained with the application of a Didactic Sequence, motivated in the Three Pedagogical Moments, to students of the first year of a school in the city of Jataí, focusing on the student as the protagonist of the construction of knowledge, through seminars, creation of educational videos, lectures and the proposal of solutions to the problems of local traffic, involving students, public entities and the community represented by the students' families. Countless were the challenges encountered in the development of this work, with imposing changes in planning, caused by social isolation arising from the coronavirus pandemic, promoting the transposition of classroom teaching to the remote modality. However, the contributions of learning of the proposed contents from the previous knowledge of the students were notorious, through the content analysis it was possible to identify that the students demonstrated understanding in several parts of the content such as: Physical quantities, vector quantities, Newton's 1st Law - Law of Inertia, 2nd Law of Newton - Fundamental Principle of Dynamics and 3rd Law of Newton - Principle of Action and Reaction. However, there were learning gaps in the content of friction force and centripetal force. This result was influenced by the difficulties encountered in adopting remote teaching and by the number of students in the activities developed. Through the results obtained, it is clear that from the point of view of conceptual appropriation and critical formation of the individual to understand physical phenomena of their daily lives, the application of the didactic sequence was satisfactory.