Uma sequência didática para o estudo das leis de Newton e suas aplicações.

Abstract

The world we live in has been undergoing several changes, mainly the technological environment. Education cannot be left out of these transformations, but even so, there is strong resistance from teachers and even educational institutions. Often, the lack of a distinct class makes them feel unmotivated to interact during the process of teaching and learning. But it is important to remember that just use teaching resources will such as games, jokes, computers and others, not bring improvements to students’ learning. It is necessary that the teacher himself know how to use educational resources above mentioned and can make interventions during class to address the programmed content. And it is with this in mind that a teaching proposal was developed that not only uses Information and Communication Technologies, but also that exploits playfulness in the classroom. The idea of using the playful has an extremely determinant character in the cognitive formation of the student and the pedagogical formation of the teacher, since certain playful activities, like the games of challenges, can play a more pleasurable role, especially in Physics classes, as some subjects can become boring due to their high complexity for students to understand the philosophy and mathematics involved in content. Based on these assumptions, a methodology based on the theories of playfulness was developed in order to teach Newton's Laws and their applications in the Physics discipline of the first grade of Technical High School, using educational resources that promote playfulness and contribute to the teaching and learning process of students. Finally, an analysis of the students' interest was made when using the playful as the main resource of the didactic sequence.