Residência pedagógica: exerimentos de eletrostática no ensino remoto.

Abstract

Due to the COVID-19 Pandemic, the activities of Brazilian basic education schools during the years 2020 and 2021 took place remotely, as such environments presented themselves as a place of potent spread of coronavirus. This fact caused teachers to adapt their teaching methodologies to the new educational reality. In this context, the Pedagogical Residency Program worked for eighteen months, providing undergraduates in the second half of the licensure courses with contact with their future work environment. The subproject of the Degree in Physics of the Teacher Training Center of the Federal University of Campina Grande, followed the high school classes of a school in the city of Cajazeiras Paraíba. During this time of work, several problems and challenges were encountered for the discipline of physics in times of remote teaching, from the non-participation of students in classes to their lack of interest in the subject. From this, several teaching methodologies were developed to overcome the difficulties arising from remote teaching. Knowing that experimentation has great contributions to the improvement of physics teaching, from provoking students' interest in the class to providing the construction of students' knowledge in an active way. Thus, in the third module of the Pedagogical Residency Program, three didactic experiments on the content of electrostatics were built and applied in the third year classes of the school accompanied by the Physics subproject: Electrostatic shielding of the sieves, Electric tug of war and the straws that stick. Such didactic experiments were built with low-cost materials, due to the subjects being in their homes, not having specialized laboratories to carry out the experiments. When developing such a methodology, we realized that it is possible to carry out experimental teaching in times of remote classes and that such action allowed students to participate more in pedagogical moments, posting messages in the chat and interacting with teachers. It is important to point out that for the good performance of experimental teaching in times of a pandemic, it is necessary that teachers and students have good technological equipment to follow the discussions and report on their experiments. We conclude, from the elaboration and application of the three didactic experiments, that the experimental teaching brought great contributions to the teaching of physics in remote classes. Therefore, this work aims to report the experience of the elaboration and use of didactic experiments of electrostatics in the classes of the third years of high school, in a school in Alto Sertão Paraibano, in remote teaching.