http://memoria.ifrn.edu.br/handle/1044/1046 2026-08-12T11:09:44Z http://memoria.ifrn.edu.br/handle/1044/3265 A construção e aplicação de experimentos de baixo custo: o eletroscópio de folhas como ferramenta didática no ensino de física no ensino médio This undergraduate thesis aimed to analyze how the use of low-cost experiments can contribute to students' interest, participation, and interaction in high school Physics classes, focusing on the construction and application of a leaf electroscope. The central research problem arose from the observation that, in most public schools, Physics teaching is still predominantly based on traditional lectures, far removed from investigative practices and limited by the lack of laboratories and teaching materials. This situation hinders the understanding of abstract concepts such as electrostatic phenomena and reduces student engagement, as learners often struggle to establish connections between theory and practice. To address this challenge, a qualitative, descriptive, and exploratory experience report was developed, based on the analysis of students' perceptions and interactions during an accessible experimental activity. The study was conducted at two educational institutions: the Federal Institute of Rio Grande do Norte (IFRN), Caicó Campus, and Newman Queiroz State School, located in Jucurutu, Rio Grande do Norte, Brazil, involving a total of 49 high school students. The experimental activity consisted of the collaborative construction of a leaf electroscope using simple and inexpensive materials, with the objective of observing and understanding phenomena such as charging by friction, contact, and induction. Data were collected through direct observations, questionnaires, and visual records produced during the practical activity and were subsequently analyzed using the Content Analysis technique. The experimental activity was very well received by the students, who reported that the lesson was clearer, more dynamic, and more engaging than exclusively theoretical classes. The practical experience promoted motivation, cooperation among classmates, and dialogue with the teacher, expanding opportunities for the exchange of ideas and the collaborative solution of problem situations. The interactions observed during the activity indicated greater student involvement in the knowledge construction process, demonstrating curiosity, active participation, and willingness to test hypotheses and understand the operation of the leaf electroscope. Furthermore, the use of the experiment contributed to overcoming students' alternative conceptions, facilitating the understanding of fundamental electrostatic concepts that are often considered difficult to learn. The findings indicate that the incorporation of low-cost experiments represents an effective teaching strategy for democratizing Science education in contexts with limited infrastructure. The activity proved capable of bridging theory and practice, encouraging student protagonism, and fostering meaningful learning, while reinforcing the importance of methodologies that promote investigation, active participation, and interaction among students. Therefore, the use of the leaf electroscope proved to be a feasible, economical, and transformative alternative for Physics teaching, contributing to making classes more inclusive, contextualized, and aligned with the real needs of Brazilian public education. 2026-01-27T00:00:00Z http://memoria.ifrn.edu.br/handle/1044/3207 Ensino de física na perspectiva do desenho universal para aprendizagem: uma análise das concepções sobre inclusão dos professores de física do IFRN Physics education, historically characterized by expository teaching methods and an emphasis on problem solving, continues to face challenges in promoting accessible and high-quality learning for all students, particularly those with disabilities. In light of the need to develop inclusive pedagogical practices and the relevance of Universal Design for Learning (UDL) as an approach capable of fostering accessible learning for all learners, this study aimed to analyze, through the lens of UDL principles, the inclusion strategies reported by high school Physics teachers at the Federal Institute of Rio Grande do Norte (IFRN) in their work with students with disabilities, as well as to identify the extent to which these strategies align with or diverge from this framework. This qualitative study was conducted in three stages: a literature review, the administration of online questionnaires, and data analysis. Data were collected from IFRN Physics teachers who were actively teaching during the second academic semester of 2025. The results revealed that the conceptions and strategies adopted by teachers sometimes align with, and sometimes diverge from, the assumptions of inclusive education and the guiding principles of UDL, simultaneously highlighting challenges and potentialities for the implementation of inclusive pedagogical practices in Physics education. It is expected that the findings will contribute to a broader understanding of strategies that can promote a more accessible learning process for all students, as well as encourage the development of future research on the topic. 2026-01-29T00:00:00Z http://memoria.ifrn.edu.br/handle/1044/3183 Física e cotidiano: uma abordagem Freiriana sobre calor e temperatura This article presents and discusses a pedagogical intervention proposal for physics teaching, focused on the concepts of heat and temperature and grounded in Freirean pedagogy, without prioritizing complex mathematical calculations. The proposal is based on the assumption that meaningful learning occurs when scientific knowledge is connected to students’ everyday experiences and prior knowledge. The theoretical framework draws on Paulo Freire’s pedagogy, the Science–Technology–Society–Environment (STSE) approach, and the Three Pedagogical Moments. The proposal emphasizes the conceptual distinction between heat and temperature, the modes of heat transfer, and their social, environmental, and technological implications, addressed through a dialogical and critical perspective. This qualitative and applied study is based on a bibliographic review and presents a didactic sequence with potential application in basic education, contributing to a more accessible, critical, and contextualized physics teaching. 2026-03-23T00:00:00Z http://memoria.ifrn.edu.br/handle/1044/2893 Análise experimental de sistemas de polias fixas e móveis no ensino de física This work presents an experimental proposal using fixed and movable pulley systems to analyze the relationship between force and mechanical configuration in equilibrium situations. The main objective was to investigate the physical principles involved in these systems, focusing on statics and the distribution of force in different pulley arrangements. Three setups with movable pulleys and three with fixed pulleys were built and tested using accessible and low-cost materials such as wooden boards, cables, pulleys, and a calibrated digital scale. The methodology included bibliographic research and experimental practice guided by quantitative analysis. The collected data were recorded in tables and graphs, showing consistency with the theoretical prediction of mechanical advantage in systems with movable pulleys. The results confirmed the progressive reduction in the required force as the number of movable pulleys increased, as well as the constancy of force in systems with fixed pulleys. The proposal proved to be viable for application in Physics teaching, contributing to teacher training by articulating theory and practice, and offering an investigative approach to the teaching of mechanics. 2025-05-12T00:00:00Z