Elaboração de sequência didática visando a produção de jogos sobre fontes de energia renováveis

Abstract

The teaching process based on the knowledge transmission is outdated and, therefore, we must search ways of teaching that value the student, making him the protagonist of his learning. Aiming at better student learning, we try to work with Vygotsky's socio-constructivist method, which seeks what man has best: his creativity, his autonomy, his condition as an active subject and not an object to be shaped, emphasizing the importance of interactions and living conditions in their community as the triggering elements for the individual's cognitive construction. Thinking of an alternative to assist in the teaching process, the present work carried out a didactic sequence (DS) on the theme “renewable energy sources”, with students from the third grade of high school. Among the pedagogical activities developed, the dialogued expository class provided students with: to learn more about the studied subject, to clarify doubts and to give their opinions on the use of different energy sources, making a comparison between renewable and non-renewable, in addition to debating on the issue of conscious consumption of electricity. In the field class, students had the opportunity to participate in activities in a non-formal teaching space, providing them with an experience focused on content worked in the classroom. Photographic exhibition allowed the students to become protagonists, allowing a greater interaction between them and the object of study. The production, application and evaluation of didactic games favored research on the topic addressed, the development of creativity, team spirit and socialization through group activities. Throughout the process of carrying out the DS, we sought to carry out activities capable of motivating student participation and reflecting on their daily practices in relation to the consumption of electricity. Thus, it is expected that this research has contributed to the formation of students aware of the importance of their role in the environment.