Proposta e aplicação de uma dinâmica interdisciplinar baseada na teoria da situação didática contextualizada no jogo de sinuca

Abstract

Fermat's Principle (FP) describes the path of light during reflection or refraction and is closely related to plane geometry. Its application requires knowledge of both Physics and Mathematics, making it an interdisciplinary concept suitable for both basic and higher education. This study proposes the contextualization of FP through the recreational game of billiards, integrating abstract scientific content into a familiar and engaging environment. The Theory of Didactical Situations (TDS) provides the pedagogical foundation, with structured moments led by the teacher, the student, and through collaborative dialogue. The approach was implemented with students from an Integrated Mathematics and Physics Teaching Degree program at a university in the Amazon region. The workshop, lasting sixteen hours of in-person activities supported by explanatory videos, aimed to promote meaningful learning. Knowledge progression was assessed through two questionnaires covering trigonometry, algebra, basic algorithms, and derivatives, combined with practice and analysis of the adidactic situation. The proposed didactic sequence includes four stages: didactic moment, adidactic moment, validation moment, and institutionalization moment. Learning outcomes were evaluated according to the Brazilian National Common Curricular Base (BNCC), reinforcing the relevance of interdisciplinary teaching in the development of essential scientific competencies.