Itinerário pedagógico sobre o “B-R-Ó-BRÓ” no ensino de física: por uma educação contextualizada para a convivência com o semiárido

Abstract

Brazilian Semiarid region occupies approximately one third of the country's territory. It is a region with its own riches, problems, and potential. In this context, there is a time of year known regionally as B-RO-BRÓ, which presents peak temperatures and low humidity and precipitation. The objective of this study was to develop, as an educational product, a support material for contextualized teaching of Physics for coexistence with the Semiarid region based on the theme of B-R-Ó-BRÓ. The theoretical framework is guided by the paradigm of contextualized education for coexistence with the Semiarid region. The study deals with physical concepts surrounding the electromagnetic spectrum, heat, temperature, aridity, and humidity. The teaching methodology was based on the Pedagogical Itinerary, organized in three stages: Reality as a starting point, Communication of knowledge, and Reinvention of reality. The methodology of the work was qualitative in nature, based on a case study, referring to the application of the product to a class of 19 regular high school students from a public school in Santana do Piauí, state of Piauí. The data were collected through questionnaires (pre-test and post-test), documents, interviews and observation. The data were submitted to Content Analysis. Regarding the results, it was evident that the use of B-R-Ó-BRÓ as a theme in the teaching of Physics allowed a contextualized and meaningful approach, bringing the school content closer to the reality experienced in the Semiarid region. The application of the Pedagogical Itinerary was important for the understanding of fundamental physics concepts and also showed that activities like this strengthen the critical awareness of students, making them better understand the challenges of the environment in which they live.