A mediação no processo de ensino-aprendizagem do princípio de Pascal no uso de máquinas hidráulicas

Abstract

Pascal’s Principle is a key concept in understanding the functioning of hydraulic machines, and this study presents a teaching-learning sequence that contextualizes it in devices familiar to students, such as hydraulic brake, mechanical arm and hydraulic lift.

Developed under the theoretical-methodological contributions of the socio-historical- cultural approach, this study uses the qualitative methodology, carried out through

action research. The teaching-learning sequence developed was applied to 2nd year high school students from a countryside school in Mato Grosso and is anchored in Lev Vygotsky's theoretical assumptions about mediation, the zone of proximal development,

and affectivity. Data collection was done through field diary records and pre- and post- test questionnaires. The data analysis, which was based on the Dialogic Discourse

Analysis, showed that the domain of basic mathematical operations and the global textual understanding are important pillars in the understanding of physical concepts. The data also indicate that the interaction/mediation between teacher and student, as well as the teaching affection, are essential for the students' development, demonstrating that Lev Vygotsky's theoretical assumptions contributed to the good progress of the research. The educational product derived from this work can assist the teacher in teaching hydrostatic concepts such as density of solids, density of liquids, pressure, and the Pascal’s Principle in everyday contexts.