As dificuldades no ensino-aprendizagem de Cinemática no ensino médio.

Abstract

This monograph aims to identify the main difficulties in the teaching-learning process related to the topic of kinematics, their possible causes, and how these difficulties manifest within the school context. To achieve these objectives, a study was conducted in a full-time public high school. Two types of questionnaires were used as data collection instruments: one aimed at 1st-year students, with a quali-quantitative approach, and another directed at the teacher, with a qualitative focus. Based on the data obtained, it was possible to carry out an individual analysis of the difficulties from both the teaching and learning perspectives, which were later integrated to provide a broader view of the teaching-learning process. The main factors identified were: difficulties in mathematics, lack of contextualization of the content, and the limited time allocated to Physics classes. After the research and analysis, it is concluded that it is necessary to adopt methodologies that take into account students’ prior knowledge and relate it to their realities. Moreover, it is essential to rethink how Physics is approached in high school education.