O interior da quadrinização como demonstração prática para o ensino de física

Abstract

This article discusses the use of comic books, focusing on the interior of cartooning as an empowerment for the Physics teaching, since the use of images to facilitate readers' comprehension brings them closer to several conceptual domains, allied to didatization and entertainment as functional vectors of unconventional re-readings, providing a dynamic in the construction and perception of knowledge. This work appropriates some aspects that configure the comics, since the comics constitute as tools that comprise several functionalities. Words and images together teach more efficiently and the language of the classroom encourages students to think and imagine. The work was developed in the Federal Institute of Education, Science and Technology - IFPI - Campus Teresina Central, with 115 high school students. The research is descriptive and of a qualitative-quantitative approach and has as a theoretical magnifier authors such as Testoni (2004), Scott Mcloud (2008), among others. Positive responses were observed with the use of comics reflecting a considerable increase in the interest of learning and in the proposed discussions, leaving the class richer, interesting and pleasurable, and especially generating scientific knowledge.