Paródia : uma estratégia metodológica no ensino de física sobre trabalho e energia

Abstract

This study investigated whether it was feasible to stimulate parodies as a methodological tool for science teaching. Two classes of first year of high school from a private school in Alta Floresta – MT were selected for this task. This is a qualitative research where theories of meaningful learning served as theoretical support. Students were divided into groups and classes lasted about a month. They were encouraged to consult other materials beyond their textbook for producing parodies. During this process the teacher transited by groups discussing and debating these concepts. The learners discovered information through problem solving. Students were evaluated through discursive evidence before the beginning of the research and during the school year. They also conducted a group interview. It was clear the students' motivation to carry out the proposed activities and there was a large commitment of them during the presentations. Overall, students showed a significant evolution and assimilation of new concepts, demonstrating that the tool was efficient for the purposes intended.