Alavancas no corpo humano: uma proposta interdisciplinar para o ensino de Física no ensino médio fundamentada na aprendizagem baseada em problemas

Abstract

This work aims to propose a Physics lesson on levers, using the human body and physical activities as objects of study, based on Problem-Based Learning (PBL) and an interdisciplinary approach with Physical Education. The research begins with a pedagogical theoretical framework that supports the lesson proposal. It addresses David Ausubel’s theory of meaningful learning, seeking a relevant and critical teaching process for students, distancing itself from traditional methodologies focused on the memorization of formulas. As an alternative, PBL is presented as the active methodology guiding the lesson. A brief historical overview of PBL is provided, along with the conceptions that underpin it and its instructional structure. The lesson proposal articulated in this work establishes connections with another field of knowledge, namely Physical Education. Therefore, a discussion on interdisciplinarity is developed, including a brief historical contextualization, its conceptual structure, and the distinctions between multidisciplinarity and transdisciplinarity. The assessment method adopted in the lesson is also discussed, namely formative assessment, due to its potential to promote dynamism and critical reflection in the teaching and learning process. Subsequently, a theoretical foundation of the Physics content that serves as conceptual anchors for learning is presented, followed by the application of lever analysis to the physical exercises of push-ups and biceps curls. Finally, the lesson plan is presented,