Proposta de uma sequência didática para o ensino da óptica geométrica

Abstract

This paper presents a proposal for a pedagogical intervention focused on teaching Geometric Optics in high school, based on the principles of the Theory of Meaningful Learning. The study is justified by the persistence of traditional methodological approaches that prioritize the memorization of formulas and early mathematical formalism, distancing students from a phenomenological understanding of the content and ignoring their prior knowledge. The overall objective is to structure a teaching sequence based on the use of low-cost educational models—such as a camera obscura, a photographic camera, and a dynamic model of the eyeball—to facilitate the learning of fundamental concepts of light and human vision. The methodology adopted is theoretical-descriptive, qualitative, and exploratory in nature, structured based on a literature review of scientific repositories to inform the stages of instructional planning. As a result, a proposal was developed organized into five in-person sessions, encompassing stages of diagnostic assessment, progressive differentiation, workshops for constructing hands-on materials, integrative reconciliation, and formative assessment. It is concluded that the use of tactile and visual resources connected to students’ daily lives serves as a potentially meaningful tool, enabling them to overcome conceptual difficulties and offering teachers a practical and easily replicable tool within the public school system.