O ensino de mecânica na interface das histórias em quadrinhos

Abstract

Sometimes learning is impaired when the subject is treated in a way that is decontextualized from reality and without the student's knowledge. Many classes are restricted to a rigid teaching method that results in apathy on the part of students, requiring alternatives that can lead to active learning processes. In this sense, comic books are an expressive didactic-pedagogical resource because they associate the context of science with the daily lives of students in a playful way. Thus, the objective of this study was to describe the teaching of mechanics from the perspective of comic books. This study was configured as qualitative and, as far as the purpose of the method is concerned, as an exploratory study. For the data production procedures, bibliographic research was used based on the search criteria works carried out in the last five years, using the terms “teaching physics” and “comic books” as descriptors. The use of comic books was considered effective, with the students' involvement in the production of comic books being noticeable, achieving the construction of knowledge about mechanics, Newton's three laws, among other topics.