O ensino da mecânica clássica no contexto de simulações computacionais respaldado na atividade orientadora de ensino

Abstract

Technology has been part of the historical context of humankind since its beginnings, and currently, digital resources are increasingly present in our historical and social context. Considering the school environment, formative processes are increasingly influenced by technological devices, and this incorporation occurs through projects funded by the State, which contemplate a perspective of modernization, digital inclusion, and innovation in schools—a discourse that is presented but not effectively implemented, demonstrating deterministic and instrumentalist views regarding technology in the school environment. However, all social, political, and cultural influences that may interfere in the formative process must be considered so that technological resources are adapted to the school reality. Therefore, we believe that technologies should meet educational demands. Therefore, in this work, we seek theoretical support in the Teaching-Oriented Activity (TOA), which proposes a teaching and learning organization based on Cultural-Historical Theory (CHT). We consider the educator's intentional action to be extremely important in structuring the guiding activity, proposing a situation that serves as a driving force for collective action, allowing subjects to interact with each other, mediated by content. Thus, we use computer simulations as technological resources, understanding that, in a school environment, knowledge about the subjects, as well as their appropriation of the use of technologies, is important. Thus, computer simulations allow for the observation of natural phenomena, contextualizing experiments, enabling interaction between peers, and encouraging the resolution of problem situations. Considering this reflection, the guiding question of this research is: "Does the performance of tasks mediated by computer simulations in the teaching of Classical Mechanics, through an intentional teaching organization, allow for the appropriation and abstraction of the concepts of force, energy, and conservation of energy?". The main objective of this work is to carry out a didactic experiment, through an intentional teaching organization, aiming to analyze the development of tasks mediated by computer simulations in the teaching of the concepts of force, energy, and conservation of energy. To this end, a didactic experiment was conducted with 1st-year high school students at the Colégio Estadual da Polícia Militar Doutor Negreiros, located in the city of Nerópolis, Goiás, Brazil, during Physics classes. The didactic experiment involved the organization and implementation of three Learning Triggering Situations (LTS) during seven Physics classes. Therefore, we systematized three formative episodes, each referring to one of the tasks. Thus, we verified that it was possible to propose situations that led to theoretical thinking, so that the proposed tasks directed towards problem-solving as a common objective for the groups. And by using computer simulations from this perspective, we attributed a vision that goes beyond the critical theory of technology and avoids technocentrism, in which we seek to overcome the simple use, without specified objectives, in an attempt to escape the view that technology is merely a facilitator of teaching work.