Construção e Aplicação de Módulo Didático de Óptica no Centro Estadual de Educação de Jovens e Adultos (CEEJA) de Santarém-Pará

Abstract

Educators in Youth and Adult Education (EJA) are aware of the difficulties of teaching the contents of the curriculum proposed by the Ministry of Education. When it comes to Physics, the challenges are even more complex, since educators are faced with outdated teaching materials, which contributes to students' lack of interest in the subject. In order to reduce the traditional teaching practice in Physics, this work aims to propose and apply an alternative, potentially significant, instructional teaching material on Geometric Optics, to be used as support by Physics teachers at the State Center for Youth and Adult Education (CEEJA) in Santarém - Pará. The proposed material is aligned with David Ausubel's programmatic principles of meaningful learning, which include sequential organization, consolidation, progressive differentiation, and integrative reconciliation. These principles aim to enable students to learn substantively and non-arbitrarily. To solve the problem of the teaching material used at CEEJA/Santarém, which was considered inadequate for the teaching-learning process of the Physics discipline, an educational product was constructed structured in four chapters: Fundamental Concepts of Optics, Principles of Geometric Optics, Plane Mirror and Spherical Mirror. The material also includes tables that relate physics to everyday life, consolidation exercises, solved questions and a conceptual map of the topics, in order to allow students to relate their previous knowledge to new knowledge in a substantive and relevant way. Regarding the methodology, the research was conducted with students from the public high school system of CEEJA/Santarém. The research work is classified as follows: regarding the purpose, it is applied; regarding the objectives, it is descriptive; regarding the approach, it is qualitative; regarding the method, it is inductive and the data collection procedure is the case study. Data collection took place on different dates in June 2022. The instruments used for data collection were questionnaires and interviews. The results of the research were satisfactory and prove that the proposal defended by David Ausubel, of adopting a potentially significant teaching material as a pedagogical tool in classes of any subject, promotes the acquisition of meanings in the cognitive structure of individuals, consolidating meaningful learning.