Ensino da lei de Faraday e aprendizagem baseada em projetos: uma proposta de sequência didática com foco em fontes de energia renováveis

Abstract

This work proposes a teaching sequence for Faraday's Law. The target audience is upper secondary school students. The proposal presented in this paper is based on the Project-Based Learning (PBL) methodology. This sequence seeks to promote meaningful learning by relating physical concepts to real-world problems, such as the lack of electricity in some rural communities, stimulating reflection, investigation, and practical application of knowledge. The programme is organized into six classes, ranging from raising students' awareness of the social issue of energy, to the theoretical foundations of electromagnetic induction, and to the construction and presentation of functional prototypes based on renewable energy sources. Students work in groups to discuss ideas, research, plan, and construct and present practical solutions that connect the theory of Faraday's Law with sustainable electricity generation. The approach proposed in this project aims to foster the development of scientific and technical skills, in addition to encouraging critical thinking, collaborative work, and awareness of the importance of energy sustainability. The programme promotes dialogue between theory and practice through experiments, multimedia resources, and investigative activities, contributing to the comprehensive education of students and the contextualization of Physics teaching. Thus, the proposed work aligns with the general competencies of the BNCC and those specific to the area of Natural Sciences and their Technologies. Furthermore, it promotes the development of specific skills such as analyzing environmental impacts, evaluating energy sources from a sustainability perspective, conducting experiments that connect theory and practice, and using technological resources to deepen learning.