Uso de obras de ficção científica como recurso didático para abordagem de conceitos sobre a teoria da relatividade restrita no ensino médio

Abstract

This research aims to investigate the possibilities of using works from the science fiction genre as a didactic tool to address concepts of the Theory of Special Relativity in High School education. The methodology adopted is qualitative, seeking to build competencies related to the aforementioned Theory of Special Relativity in a contextualized manner, fostering citizenship development and encouraging students' critical and investigative understanding. The research was structured in three stages: identification and integration of content, investigation of teaching practices, and the development of a didactic sequence as a facilitator in teaching practice, including lesson plans and questionnaires with four questions for each analyzed work. Works such as the comic book The Flash, the series Star Trek, and the film Planet of the Apes were selected due to their relevance in addressing concepts of the Theory of Special Relativity, discussing themes such as the relationship between mass and energy, time paradoxes, and time dilation. It is evident that science fiction, by connecting science and art, can spark students' interest and creativity, in addition to contributing to their scientific and cultural development. The analysis emphasizes the need for educational strategies to overcome epistemological obstacles and bring students closer to the production of scientific knowledge, enabling meaningful learning.