No embalo da rede de dormir: contextualizando uma abordagem didática para o ensino de Física

Abstract

This monograph is based on a didactic experiment carried out with a hammock applied in a public school, where emphasis is given to contextualized teaching; showing that physics is present in almost everything around us, even in the balance a hammock. At school, the teacher transmits the preliminary guidelines for students in groups to replicate the experiment with a hammock. For the students are given a script to fill with the experimental data, as the experiment is being performed. The hammock has a movement like that of a simple pendulum, a simple harmonic motion, when oscillates with small amplitudes. There was an analogy between the hammock and the simple pendulum, where there are possibilities to calculate the period, the frequency and even the local gravity. Anchored in this experiment, we intend to leverage some reflections on teaching methodologies and/or theoretical assumptions, such as the theory of meaningful learning, which aims to bring the student to the content taught meanings. It also shows that teaching requires the teacher to extract creativity of the social situations that enable to demonstrate physical phenomena, bringing in its wake the teaching meaningful and stimulating to motivate the student. The hammock is another tool that can be used in teaching physics, given that it is an object used in virtually all regions of our country, especially in the Northeast.