Jogos digitais e mediações didáticas para o ensino de ciências com ênfase em física

Abstract

The dissertation presented here investigates the use of Digital Games as a strategic resource of didactic mediation in the teaching and learning process of Natural Sciences, particularly in relation to the content of Physics taught as a curricular component for the first years of Elementary School. The research was developed in four workshops, all related to teacher training directed to Elementary School. The results of these actions helped to identify the most covered curricular components in the classes of Natural Sciences, to investigate which topics of Physics, inserted between the contents, becomes more present. Visits made in loco to a school located in one of the districts of the city of Manaus, evidenced an almost exclusive approach on Hygiene and Environment, besides the complete absence of experimental activities in this stage of education. Issues related to the formation of citizenship point to the need to incorporate Physics knowledge into the daily activities of students in function of technological advances. The methodology of the research was constituted from the qualitative approach with emphasis in the case study, having as reference the constructivist assumptions of Piaget and the Latour’s Theory Actor-Network. As a result, the study evidenced that children need time and experience to recognize, refine ideas of Physics knowledge, because it is the relationship between active experimentation and the object that can develop the understanding of scientific concepts organized from solved problems and obstacles overcome.