Ludo físico: uma experiência vivenciada no ensino-aprendizagem de física na educação carcerária

Abstract

The present work presents a proposal to develop and disseminate the didactic game Ludo Físico to assist in the understanding and learning of Physics content with a focus on sustainable energy for high school classes. The prototype of the game was evaluated by students deprived of liberty at the State School of Basic Education Professor Educador Paulo Jorge dos Santos Rodrigues, in the city of Maceió, Alagoas. The results were analyzed and compared through a pre-test and a post-test, from which it was possible to investigate whether the students liked the game, if the majority of the students learned the topic addressed, with the aim of discussing the sources of energy with a simple and accessible language to the students deprived of freedom of the Education of Youths and Adults. The dissertation addresses renewable and non-renewable energy sources, with emphasis on solar, wind and nuclear energy, their advantages and disadvantages. The theoretical foundation is based on researchers and thinkers Lev Vygotsky, David Ausubel and Antônio Ornellas. As a result, it was possible to verify the interactivity between teacher-student and student-student in a playful way and associated with the use of technologies, generating a new perspective on the use of electronic devices during Physics classes, so that the teacher can intervene as a mediator of the attractive activity.