A Física nos quadrinhos: um recurso lúdico em potencial para ensino da relatividade na Educação Básica.

Abstract

Physics teaching has undergone several changes over time. This aspect within this context is the result of a series of factors, among which we can highlight technological advances and their relationship with new active teaching methodologies, as well as the various possibilities that exist for Education. One of many possibilities is the use of imagery resources such as Comics as a potential playful resource for teaching. This resource, made up of a language rich in scientific narratives, can enhance students' understanding of various concepts, enabling significant learning. Thus, the present research investigated, in a 3rd grade high school class at Escola Estadual de Ensino Fundamental e Médio Celso Mariz, located in the municipality of Sousa-PB, how students interpret concepts related to the theory of relativity, through reading and creating Comics. To this end, students participated in activities involving reading comics, videos and films related to the proposed theme, as well as creating comics related to the theme as the final product of a comics contest. To this end, the present research, of a case study type, of a qualitative (interpretive) and participatory nature, sought to develop, through playful reading activities on the aforementioned theme, aspects capable of enabling not only significant learning, but also seeking to develop in ourselves a Scientific Literacy. The results involving the aforementioned activities were presented in a descriptive way using the content analysis method, in which both the methodological materials involved in the creation of the comics and the records obtained through the students' speeches were analyzed and categorized, the which presented some indicators of Scientific Literacy, as well as signs of Meaningful Learning. It was concluded that the use of imagery resources such as comic books could be potential factors for learning, so that such methodological resources could effectively develop, through playful practices in different educational contexts, for teaching Physics a meaningful learning.