Física e cotidiano: uma abordagem Freiriana sobre calor e temperatura

Abstract

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.