Relação entre força de atrito e área de contato: uma proposta de aplicação da aprendizagem baseada em problemas utilizando o software Tracker como recurso didático

Abstract

In most high schools, the education of Physics still maintains its focus on traditional education, with classes centered on the teacher, unidirectional and always from top to bottom. However, in face of technological advances, the development of new theories of education and learning methodologies of the domain of Physics, this dissertation aims to break the barrier of traditional teaching and the new school, bringing as a main focus the learning as you do, and make the student responsible for their own education, developing protagonism and investigative character. For that, we will use John Dewey's theory in which the process of teaching-learning is centered on an individual's lived experiences. Vygotsky's theory also brings up that the education is related to the relationship between individuals and society. In the methodology na activity will be proposed which investigates the relation between frictional force and contact area of an object and the surface it supports, based on active methodologies, specifically in Problem-based Learning (PBL) combined with didactic resources and using the Tracker software to analyze videos as a mean of educational product. It is important to point out that this educational product will have an institutional character and will be consulted by other teachers to be replicated in different schools. The results of this dissertation, analyzed after application at Ariano Vilar Suassuna Technical School, located in the city of Garanhuns, in the state of Pernambuco, in a 1st year of high school class, highlight the student's independence in the construction of their own education, being critical and dealing with constructive situations in the phenomenological sense of the concepts involving the frictional force and its relation with contact surfaces.