Investigação da força de atrito: uma sequência didática para a evolução dos conceitos de Atrito Estático e Cinético

Abstract

The teaching of Classical Mechanics in High School, specifically the study of Friction Forces, frequently faces alternative conceptions that students bring from common sense, which resist merely expository and theoretical approaches. From this perspective, this master's thesis, titled "Investigation of Friction Force – a Didactic Sequence for the Evolution of Static and Kinetic Friction Concepts," seeks to promote conceptual evolution regarding the nature and behavior of Friction Forces. This dissertation presents the development and foundation of an educational product supported by accessible experimental activities. The methodology is based on the need to place the student as the protagonist of the learning process, using experimentation not just as a demonstration, but as a scientific investigation tool capable of challenging epistemological obstacles. The theoretical framework is anchored in Vygotsky's Socioconstructivism, Ausubel's Meaningful Learning, and Dewey's Educational Pragmatism, utilizing investigative experimentation and playfulness as mediation tools in the Zone of Proximal Development (ZPD). The developed experimental apparatus includes horizontal and inclined planes, adjusted by a hydraulic system, in addition to a playful demonstration with a remote-controlled car to address motor friction. The technological hallmark of the product lies in the Inclined Plane with a hydraulic lifting system (syringes), which allows precise control of the critical angle, eliminating vibrations common in manual apparatus. The research followed a qualitative and quantitative approach with an investigative focus through the application of pre- and post-test questionnaires. The results revealed a significant conceptual evolution, in which students overcame common-sense views, identifying friction as an essential element for propulsion and motion. The product demonstrated high replicability and effectiveness in sparking engagement and scientific literacy in schools with limited resources.