Flutuações do vácuo quântico no ensino médio: uma sequência didática com análogo hidrodinâmico do efeito Casimir

Abstract

The area of teaching Modern and Contemporary Physics in Basic Education presents significant gaps in the school curriculum, which historically neglect relevant topics for the formation of an updated scientific mindset. In this perspective, this dissertation investigates the pedagogical feasibility of a didactic sequence for teaching introductory topics in Quantum Mechanics, culminating in the construction and use of a didactic analog model of the Casimir effect with water waves, articulated with the competencies of the BNCC (Brazilian National Common Curricular Base). The methodological approach combines a systematic literature review, conducted according to the PRISMA Statement, with a focus on educational products for Quantum Mechanics (2018–2024), and an intervention research carried out in a state public school with a Youth and Adult Education (EJA) class. The pedagogical framework is based on Ausubel's theory of meaningful learning and on teaching by analogies. The sequence was planned for eight classes, organizing a diagnostic assessment, sensitization, and three experimental sessions. The data collection, predominantly qualitative in nature, included a diagnostic questionnaire, students' written productions, classroom observations, and photographic records throughout the entire intervention. The results indicate consistent conceptual advancements by the students. The proposal proved to be feasible, accessible, and aligned with the Natural Sciences competencies foreseen in the BNCC, promoting participation, investigation, and communication of results. The limitations were concentrated on the mathematical proficiency (fractions, proportions, reading graphs) and the low attendance typical of the EJA modality, circumscribing the generalization of the findings. It is concluded that there was relevant conceptual learning, engagement in scientific practices, and a demonstration of the viability of the educational product to responsibly introduce Modern Physics content into High School.