Ensino das leis de Newton com ênfase em análise qualitativa: uma proposta experimental para eja do ensino médio

Abstract

This dissertation presents the development, application, and analysis of an experimental teaching sequence for teaching Newton's Three Laws in Adult Education (EJA) at the high school level. The research is based on the need to overcome traditional pedagogical practices, marked by an emphasis on theoretical exposition and the separation between theory and practice, which hinder the learning of concepts in Newtonian Mechanics. The pedagogical proposal is related to the Theory of Meaningful Learning, valuing students' prior knowledge as constant elements of the learning process. Methodologically, it is characterized as applied research, with a qualitative approach supported by quantitative data, of the intervention research type. The teaching sequence was organized into four stages: application of a diagnostic pre-test, expository-dialogical class, performance of three qualitative experiments corresponding to Newton's Laws, and application of an evaluative post-test. The intervention was carried out in an EJA high school class, in a real classroom context. The results showed improvements in students' conceptual understanding, greater participation in activities, and a better connection between scientific knowledge and everyday experiences. It is concluded that the proposed teaching sequence constitutes a pedagogically effective and viable educational product that can be reapplied, contributing to the strengthening of physics teaching in adult education, thus contributing to meaningful learning of the fundamental concepts of Classical Mechanics.