O horário de verão em debate: uma proposta para o ensino de física na EJA baseada nos Três Momentos Pedagógicos

Abstract

The present work had as objective to awaken the autonomy, criticality and dialogicity of a group of students of youth and adult education (EJA) in the physics classes. This is a qualitative research that aims to evaluate how a SD based on 3MP approaching the daylight saving time theme, applied in a second period of the EJA of a public school in the city of Jataí, state of Goiás, can contribute to a better understanding of the contents of Physics and for a more dialogic and less mechanistic teaching, where students are encouraged to criticize situations of their experiences. For that, a didactic sequence (SD) based on the Three Pedagogical Moments (3MP) was elaborated and applied, addressing the theme of summer time, in a second period room of the EJA of a state public school in the municipality of Jataí, state of Goiás The SD, elaborated from the students' previous knowledge survey, at each meeting, was applied in six ninety minute meetings. The classes were recorded in audio and video and taught by the researcher and author of this dissertation. The analyzes of the videos and the written works done by the students at each meeting contributed to the elaboration of the next meeting, as well as to verify the conceptual progress of the students on the physical concepts that surround the theme. Behavioral aspects such as: decision making, autonomy and dialogicity of the students were observed. It was possible to verify that the activities developed stimulated the interaction between the students, contributing to the emergence of argumentative situations and allowed them to experience aspects of the scientific doing. The SD, titled Summer Time in Debate was the educational product of this research.