Ensino de relatividade e a utilização das TDIC’S: catalisando experiências didáticas usando o software Pixton no Ensino Médio.

Abstract

The contents of Modern and Contemporary Physics continue to be neglected and excluded from the approaches of some teachers in high school. Even with the advent of digital technologies present in our daily lives, the approach to their resources as teaching tools remains scarce in educational proposals. Given this situation, this research sought to explore the Pixton digital platform, through the production of comic strips in the context of teaching Relativity, as potentially significant material for the learning of high school students. To this end, I assume as capital theoretical bases throughout the work, the concepts of active method (BACICH; MORAN,2018), meaningful learning (MOREIRA,2001,2011,2012,2018) and Scientific Literacy (SASSERON;CARVALHO,2011;SANTOS ,2007). In this way, I sought to develop descriptive research with a qualitative approach about the use of the digital tool Pixton to create comic strips, whose main themes were Relativistic Theories. To monitor this process, I administered questionnaires (pre-test and post-test), in order to evaluate the students' performance, integration and in-depth understanding of the concepts and applications. The strips produced were organized by groups formed by students from a 3rd grade high school class at Escola Cidadã Integral Técnica Francisco de Sá Cavalcante, located in the city of Paulista - PB. Therefore, the material produced was analyzed in the light of Discursive Textual Analysis (MORAESeGALIAZZI,2007, 2011 and 2016), establishing a set of categories based on the voices of the protagonists of this research. The results highlight greater curiosity and engagement among students in this active methodology, encouraging textual production, imagery and critical/investigative thinking, contributing to the construction of a potentially significant educational environment for promoting new learning.