The understanding of kinematics concepts and the interpretation of graphs are fre-

quent challenges faced by students in the study of Physics. Often, the difficulty in

visualizing and analyzing one-dimensional motions compromises the effective learn-

ing of these concepts. This study aims to present a didactic proposal that uses video

analysis applied to cartoons as a tool to aid in the description and understanding of

one-dimensional motions. Thus, this research seeks to propose a method to facilitate

the interpretation of kinematic graphs and promote meaningful learning for students,

based on David P. Ausubel's theory (2012). The proposal consists of implementing a

didactic sequence distributed over six 50-minute lessons in a second-year high

school class at a public school. The first three lessons introduce the study of motion,

beginning with the discussion of stroboscopic photographs followed to the video

analysis of a real motion. In the next three lessons, two scenes from the Road Runner

and Wile E. Coyote animation are analyzed, during which students revisit relevant

aspects of the experimental activity and the fundamental principles of kinematics.

The results indicate that students showed up to a 60% improvement in questions re-

lated to graph interpretation, displacement, and distance traveled after the implemen-

tation of the didactic sequence. The experience demonstrated that video analysis us-

ing the Tracker software is an effective tool for developing activities involving the

interpretation of kinematic graphs. The proposal not only facilitated the understand-

ing of fundamental kinematics concepts but also contributed to more meaningful and

engaged student learning.

As such a widespread and engaging form of artistic expression, music has the potential

to stimulate emotions, memories, reflections and create connections. In the context of

teaching Physics at the secondary level, music and its elements can act as an effective

teaching tool in the teaching and learning processes, capable of providing students with

a dynamic and enjoyable learning experience, and can therefore facilitate the

understanding of complex scientific concepts, which are commonly treated as too

abstract or intangible by students. In this paper, we present a proposal for a didactic

sequence for teaching basic concepts of Acoustic Physics to second-year high school

classes, using the "Three Pedagogical Moments" (3MP) as theoretical and

methodological support. In this sequence, music is not used as a mere filler for

motivational space, but is, above all, considered as an interface that, like Physics, has

Acoustics as an intersectional field. In this work, we outline a sequence of teaching

Acoustic Physics that includes nine classes in total, the main objective of which is to

make students understand, through a didactic sequence developed from a series of

generating problematizations and applications, the concepts related to Acoustic Physics

through music, using, as didactic examples, some related devices, such as microphones,

tuning forks, guitars and sound tubes (built with PVC pipes). We verified, during our

research, that the proposed objectives were all achieved with the adopted methodology

and that the students felt involved and motivated throughout the process.

Currently, technology is integrated into people's daily lives from a very early age. Contact with cell phones, computers, and technological tools happens from childhood. Even so, many times, the incorporation of technology in the classroom is still feared by some teachers. In this work, a didactic sequence is proposed that uses technology as the main teaching tool. The objective is to assist and guide teachers in integrating new teaching technologies into their classes, in addition to motivating and sparking interest in Physics and improving student performance. The didactic sequence covers electromagnetism content and is based on the Flipped Classroom methodology. This methodology suggests a reversal in how content is obtained. Traditionally, content is presented in the classroom, and exercises are done at home. With the flip, students accessed the content at home, and during classes, it was worked on through exercises, practical laboratory classes, discussion networks, and the creation of conceptual maps. The content was acquired through the ChatGPT platform, a conversational chat system with Artificial Intelligence (AI) technology. Before each new topic, students received some questions that they were supposed to ask the AI, and the answers were shared with the class and analyzed, confirmed, or corrected by the teacher. The teacher is of fundamental importance in this methodology, as their role is to guide the students' learning process, showing how this technology should be used and helping them build scientific knowledge. Thus, the content was worked on throughout the school year. The didactic sequence was applied to one of the five third-year classes at a state school in Paraíba. However, for data analysis, all five classes were evaluated. Based on the obtained data, it can be concluded that the methodology used in the sequence was very effective, as the class that worked with AI achieved the school's best performance in the ENEM in recent years. The assessment scores showed an improvement in Physics performance, and the class was motivated, participative, and willing to learn throughout the school year, according to the teaching staff. Finally, it is concluded that technology can be a great ally of the teacher in the teaching-learning process, as long as they guide their students during its use, and the educational product proposed here has the potential to help them in this process.

There is a broad consensus in the academic community that Science Teaching must transcend the mere transmission of specific scientific knowledge and seek, primarily, the scientific literacy of students. Instead of limiting itself to a list of facts and concepts to be memorized in an instrumental way, Science Teaching should seek to enable students to understand the fundamental processes, methods and reasoning of Science, beucase of that the inclusion of the theme of the Nature of Science becomes indispensable. The approach to this theme aims to develop critical thinking skills, analytical capacity and investigative judgment, preparing students to face the complex and multifaceted challenges of the contemporary world. In this way, Science teaching that promotes more complex views about Science plays a crucial role in the formation of active citizens in a democracy, as it contributes to the development of a critical understanding of the world around us. The approach used in this work consists of the didactic use of the History of Science, based on a well-founded historiography, in order to address the topic “scientific controversies”, as part of the Nature of Science theme. In particular, we chose the historical episode related to the experiments carried out by Albert Abraham Michelson (1852-1931), Edward Williams Morley (1838-1923) and Dayton Clarence Miller (1866-1941) to detect the movement of the Earth in relation to the luminiferous ether. The choice of this episode of the History of Physics is justified, as it provides not only an excellent case to study issues related to controversies in Science, but also the inclusion of topics of Modern Physics in basic education, something that receives wide support in academic literature. Given these points, as well as recognizing the potential that technological tools can offer for education, this work proposes as an Educational Product a Padlet titled “Scientific Ways: The Michelson-Morley-Miller Experiments” containing texts about scientific controversies and the Physics behind the experimente as well as the following historical-pedagogical narratives about the selected historical episode: “The Potsdam Experiment”, “The Michelson and Morley Experiment, 1887”, “Morley and the Invisible Miller” and “Miller Against the World”. This Educational Product was applied in a didactic sequence in the context of Basic Education.

The study of teaching practices and methodologies that aim to make Physics content more enjoyable, accessible and bring improvements to the teaching and learning process is always a topic of great relevance for professionals and scholars in the field. Thus, guided by the conceptual aspects of the Theory of Meaningful Learning, Potentially Significant Teaching Units and the Isly Method, this work aims to develop an intervention proposal to analyze the teaching and learning process concerning the study of Flat and Spherical Mirrors . This educational product was created in a way that could make Physics teaching more attractive, dynamic and interactive, seeking to promote a meaningful learning process for students. As an educational product, this teaching proposal, which is composed of a didactic sequence and a portable experiment kit, will be applied to a class of 40 students in the 2nd year of high school at Escola Estadual de Ensino Médio em Tempo Integral Francisco de Assis Bittencourt in the municipality of João Câmara/RN. In general terms, this work will be developed in three meetings, where each one will work on a different theme. Each meeting will have the following moments: Survey of students' prior knowledge, practical activity with

hypothesis raising, research in books and internet and socialization. Working with Didactic Sequences that seeks to place the student as the protagonist of the teaching and learning process is justified because, when working with this proposal, the teacher will make use of a tool, which can represent an alternative to engage students in the school environment. , enabling an efficient and satisfactory teaching and learning process for the student. To evaluate the application of this work, a pre-test and a post- test will be used, with open and closed questions with the aim of evaluating the students' learning. In addition, in the post-test there will also be questions to identify the students' perception of the educational product with the aim of evaluating whether this didactic sequence was potentially meaningful for students.

Education in Brazil is undergoing a process of transformation. In Physics education, students often show disinterest in traditional types of lessons, making it challenging for teachers to engage them and achieve meaningful learning outcomes. Therefore, this work addresses the efficiency that astronomical images from space telescopes can provide in overcoming these challenges and making learning more meaningful. The use of astronomical images, organized within the pedagogical structure of an "Astronomical Image Atlas," can stimulate students' interest and, consequently, facilitate the understanding of Physics concepts. The primary objective is to investigate the efficiency of the Astronomical Image Atlas as a teaching tool, connecting astronomical phenomena to Physics content in high school education. To this end, the Atlas is aligned with the competencies and skills outlined in the BNCC (Brazilian National Common Core Curriculum) within the area of Natural Sciences, aiming to promote the analysis of cosmic phenomena, the use of scientific models, and problem-solving involving the relevant content. Additionally, by integrating Astronomy and Physics, the material can foster investigative and interdisciplinary skills as specified in the national curriculum. The Atlas structure was developed based on the Three Pedagogical Moments framework by Delizoicov, Angotti, and Marta Pernambuco (2002). Each chapter begins with problematization (1st moment), systematizes the Physics concepts related to the astronomical image (2nd moment), and proposes practical activities that apply the acquired knowledge in real-world contexts (3rd moment). The research results indicated that the use of the Atlas significantly increased student interest and engagement, facilitating the comprehension of complex concepts and promoting meaningful learning. Most students and teachers reported that the astronomical images helped contextualize Physics content, making the lessons more dynamic and engaging. It is concluded that the Atlas can be an innovative tool for teaching Physics, offering a meaningful, contextualized, and curriculum-aligned approach.

High school and elementary school students have a wrong view science, scientists, and science teachers. They see science as a neutral and elitist field, guided by “geniuses" in a linear and flawless way. This perspective is many times reinforced by teachers and educational materials that often present science as a set of formulas and dogmas. As a result, students are discouraged from pursuing scientific careers and have limited understanding of the scientific process. It is important to modify the way science is taught in educational settings to promote a more accurate and inclusive view of the field. This can be accomplished by emphasizing the collaborative nature of the scientific research, the role of creativity and problem-solving in science, and the fact that scientists themselves are influenced by their worldviews and experiences. By making these changes, we can help students develop a more accurate and inclusive view of science. Consequently, this will also encourage students to pursue scientific careers and contribute to the scientific community. These changes are also necessary because from all the students who attend public schools in Brazil, only a small number go on to attend public high education institutions. This is likely due to a number of different factors, including students’ low motivation, lack of active participation, and their inability to understand the importance of schoolwork to their lives outside of school settings. We will find that by making these changes, teachers can help increase the number of students who go on to attend public institutions of higher education. This will also have a positive impact on the Brazilian economy and society as a whole. Hence, this work intends to present physics concepts related to seismology and demonstrate how they apply to this science by promoting the construction of a seismograph, an instrument used to measure the amplitude and intensity of seismic activity in the Earth's crust. Finally, we can say that the present work proposes a methodology for teaching physics concepts in the context of seismology, seeking meaningful learning. A didactic sequence is developed and applied to organize the phases of presentation and use of these concepts, especially the one that refers to the construction of a seismograph. The didactic sequence cited includes basic concepts of mechanics and waves and can include classes in the first year of high school.

The advent of Quantum Physics has revolutionized our understanding of reality, challenging some previously intuitive concepts established by Classical Physics. Currently, it holds profound implications in modern technology, and its comprehension is crucial for fostering critical and participatory citizens in their respective social contexts. Thus, it is necessary, even in basic education, which aims at the holistic formation of individuals for life in society, to teach topics, albeit introductory, of Modern and Contemporary Physics (MCP). Considering this need in Physics Education, the present work aims at the development and implementation of a didactic sequence for teaching Quantum Physics in high school through experimental approaches combined with the methodology of the three pedagogical moments. Mainly investigating phenomena such as photoluminescence (fluorescence and phosphorescence), with the aim of addressing topics like blackbody radiation and energy quantization, the photoelectric effect and photon theory, Bohr's atomic model, and interactions between electromagnetic radiation and the human organism. Through the application of the educational product, it was possible to observe, from the analysis of the questionnaires, that the proposed didactic sequence obtained indicators of satisfactory learning regarding introductory topics of quantum physics in high school.

In this work we present an experimental set of physical optics and seek to approach this concept in an accessible way for elementary school classes. The items involved in the kit are (i) two multi-crack grids (N-cracks) produced with cutouts of CD's and DVD's, (ii) octagonal-shaped polarizers made from films found on display screens and televisions, and (iii) plates with different types of openings used in diffraction experiments. All materials involved can be handled in formal and informal environments. Our proposal consists of experimental practices of Physics with classes that are more interesting for students. For this reason, we opted for an educational method known as ISLE  - Investigative Science Environment, this active methodology we combine constructivist concepts. Exposing students to the contents of the nature of light in order to develop the learning of the laws of physical optics through the insertion of the scientific method.

In this work we present a portable experiments in order to approach the concepts of
electromagnetic induction to Basic Education students. The materials used to perform the experiments are easy to acquire, and the set of them can be purchased in the form of an experimental kit, easily transportable. The proposal is that students learn the concepts through classroom discussion and the execution of experiments, with greater emphasis on interactive classes over lectures. For this, we were inspired by the methodology ISLE developed by the group from Rutgers University, led by Professor Eugenia Etkina. The foundation of this proposal is that students study and learn physical concepts similar way scientists work to setup scientific knowledge. Such methodology is called ―Investigative Science Learning Environment‖ (ISLE). In this method, students are introduced to the scientific method, in high school, in a concrete way where observation, proposition and refutation of hypotheses are fundamental for creating a model for the physical phenomenon studied. To evaluate the methodology and use of the portable experiment, we present a proposal for a didactic sequence to be applied to a twelve-year high school class.

This work was developed in agreement with BNCC - Common National

Curriculum Base, and presents as an educational product the pedagogical

didactic material entitled: "Intelligent notebook: The study of the principles of

electrodynamics and the use of equipment in the calculation of electricity

consumption, according to the New High School".

The material aims to provide the student and teacher with another didactic

resource for deepening the study of the principles of electrodynamics: the

definition of electric current, its intensity and its effects, the electrical resistance

and ohm law, in addition to electric power and the calculation of the consumption

of electric energy guiding on the choice of electrical equipment that allow the

saving of energy : related to the consumption of electricity by homes, seeking to

understand from the scientific point of view the consumption of sustainable and

efficient electric energy.

The Intelligent Notebook presents contents and activities proposed

through a teaching sequence with a well-defined planning of classes based on

the skills and competencies required by BNCC in the matrix of the curricular

component of Physics, seeking to meet one of the fundamental prerequisites of

the New High School, which is to make teaching practice more dynamic and

interactive favoring interdisciplinarity, student protagonism and the development

of a comprehensive and critical view, pointing out new educational possibilities

for concepts traditionally developed in isolation.

The teaching sequence presented in the notebook is based on Vygotsky's

sociocultural theory, relying on active teaching methodologies. Its application will

be carried out by the teacher and author of the work, with students of the 3rd

grade of the State School Professor Anísio Teixeira, in Natal-RN, during 6

meetings (6h/classes).

Thus, we understand that we can contribute to the teaching practice of the

physics teacher during the transition from high school to new high school, so that,

with the use of material developed through research and practice in the

classroom, the teacher has resources and strategies that help him/her to promote

the student an ethical formation in search of a greater understanding of science

approaching and arousing everyone's interest in the scientific universe.

With the improvement of science, difficulties arise to insert it in society, the school environment being its main diffuser. Recognizing the importance of science education, which consists in sharing information about science with the general public, so as not to be restricted to the scientific community, and in order to provide theoretical and methodological support for a useful didactic proposal to meet the goals of the teaching Physics in the context of Basic Education, focusing on students in the 3rd grade of high school, we elaborated a didactic sequence that integrates topics of Modern and Contemporary Physics and Astrophysics within the perspective of the Learning Contextualization Methodology, based on the problematization and resolution of problems through the student's experiential context. In order to facilitate the use by other teachers, we present a referential, conceptual and methodological overview, in addition to details of the preparation, application and analysis of results.

The information and communication technologies (ICT) can enhance the learning of physical
concepts taught in high school. This work studies the uniform rectilinear movement (MRU)
using videoanalysis. The study is systematized with a didactic sequence divided into three
moments, totaling six classes. In this context, the didactic sequence allows: the historical
approach of the cinematograph, the analysis of the movement with sequential images, the
experimental practice, using two low-cost experiments, and the use of the applications:
Infinite Shot, Vernier Graphical GW and the Tracker. With these applications it is possible to
make the videoanalysis of the movement of a washer along a threaded rod and a sphere that
moves inside a hose with oil, thus providing a potentially meaningful learning of the
kinematics of the movement. In a first approach, both the washer and the ball moves in a
straight line and at a constant speed. The characteristic of the movement of these bodies are
investigated by the students with the use of the smartphones associated with the techniques
of videoanalysis. Based on spiral teaching, proposed by theorist Jerome Bruner, the concepts
of movement are visited and revisited, allowing the gradual construction of knowledge,
moving from the most elementary to the most complex aspects.

This work seeks to supply the need to insert students who have Attention Deficit Disorder (ADD) in the educational scope by making an educational product composed of a set of didactic sequences based on the significant learning of David Ausubel. In the search for the insertion of these people with disabilities in the teaching and learning process and in line with one of the lines of research and development of the National Professional Master in Physics Teaching (MNPEF / SBF). The master's degree aims at the development of products and forms of approach aiming at Physics content suitable for elementary and high school students, in an integrated way with other subjects, we designed this project with the aim of contributing to improve the teaching-learning process of these students, in accordance with current social inclusion legal requirements. In view of the national scenario, in compliance with the legislation in force, we observe that in schools the number of students with a disability is increasing more and more, even without having an adequate preparation for this purpose and, in this scenario, teachers have to look for ways to deal with that situation. The inclusion of students with disabilities in mainstream schools is enshrined in the legal texts, however, inclusive education does not end with observance of the law that recognizes and guarantees it, but requires a change in the attitude, perception and conception of educational systems. This implies expanding the concept of special education and working for and for diversity, reformulating the principles, goals and curricula of schools from an inclusive perspective, equipping all students, whether they are considered “normal” or “with special educational needs”, to insertion and performance in society, thus exercising citizenship. This work brings didactic tools materialized in didactic sequences to be used with high school students with such learning needs, with the objective of offering a pedagogical tool that facilitates learning in the classroom, of students with learning disabilities, specifically at this level. This project aims to bring to the classroom a content of theoretical and experimental Magnetism, where the practical part aims to consolidate the theory seen in the classroom. The experiments are adapted to the student's reality and their daily lives, in order to present new teaching methods that bring diversification of the students' learning.

It is not new that technologies have been affecting humanity’s way of life and the way how people interacted. In the learning-teaching process, where technologies are ever closer to students and the classroom, the evolution is not different. In this context, a tool that has been obtaining space is Virtual Reality, where the individual has the possibility to visit other environments without leaving his/her place. In this study, we elaborated a didactic sequence by using Virtual Reality and following the precepts of the theory of meaningfulness of David Ausubel. This theory establishes that learning is considered significant when the knowledge to be learned anchors itself on concepts relevant to students. We used the scientific basis on the phenomenon that occurred in Sobral/CE, and for what proves the General Relativity from Albert Einstein. This theme is resident in the context of modern physics in high school which has been a great challenge for researchers and teachers seeking forms of how to approach this in teaching. Thus, we trying to understand how virtual reality can impact the teaching and learning process of General Relativity, we developed this teaching sequence. We share our approach into five moments, where students' prior knowledge is the starting point, and, in one of those moments, we also used a didactic space-time curvature experiment that complements the virtual reality software simulation, whose simulation was in the fourth moment of our sequence. All equipment and experiments of this sequence possibility the use of low-cost items. The educational product, that is the teaching sequence, was applied in the second half of 2019 in a public school in the state of Rio Grande do Norte. And based on the results obtained from the application and perception with objective criteria for measuring success. From that, we can deduce that the use of virtual reality together with a teaching sequence, can bring positive results and improvement in student performance during the teaching and learning process. Moreover, we measured indicative of meaningful learning when teaching the thematic. Globally we concluded and we are believing that this proposal to use Virtual Reality, can be helpful throughout other levels of teaching, and impacting other contents. Lastly, we believe that our work can contribute to future applications and the practice of teaching.

The Constitution of the Federative Republic of Brazil states (Art. 205 and Art. 206)

that education is a right of everyone and the duty of the State and of the family, and

that there must be equality of access and permanence in school. Thus, students with

special needs must be inserted in the school context and enjoy the full enjoyment of

all the rights of students without disabilities. Thinking about this, a survey was

conducted among some teachers of the state public network of Rio Grande do Norte

on the teaching of physics for deaf students. This research found that many of these

teachers do not have the necessary knowledge to establish communication with their

students, which directly influences the quality of teaching taught. In addition, they find

it difficult to find suitable materials that can minimize this problem. This work presents

a proposal to mitigate this situation. It is the development of lessons from a bilingual

perspective that can be applied in the classroom with the listening students or given

to these students to support the study at home. The main resource for this work

focuses on the production of video lessons for all students, with narration in

Portuguese for listeners and performed in LIBRAS – Brazilian Sign Language – for

deaf students. The production of these video lessons considers relevant the essential

pedagogical moments, according to the ample knowledge in the specialized literature

of the research in physics teaching.

The teaching of physics has been an arduous task in recent times and thinking about this difficulty the present work seeks to expose the development of alternative methodologies to solve this problem. This is an applied research in Wave Teaching where the methodology of the inverted classroom was applied that aims to work teaching in the collaborative perspective, thus making the learning more meaningful. The elaboration of this project was based on the theory of Vygotsky with the levels of development in the process of teaching / learning and the PeerInstruction method based on the theory of Erick Mazur. The project was implemented in two classes of the Secondary High School. In class A, the inverted classroom methodology was applied using some technological tools such as: YouTube videotapes, Plickers application, Google forms and Google classroom - these were used as a subsidy form for three didactic sequences used in the teaching of waves. In class B, the traditional methodology was applied. This distinct process between the two classes aimed to investigate the efficiency of the inverted classroom methodology. After the classes it was observed through the students' speech and written evaluation that the group A obtained greater performance in relation to group B. The project was valid since it could contribute with a new vision of the teaching of Waves.

This work aims to present the development of an educational product that is used as a teaching tool in the physics classes, suggesting a methodological approach in teaching kinematics, more precisely on concepts related to uniform movement, to high school students from the use of  the low cost Educational Robotics. It proposes a manual didactic of development of the prototype, titled Robô-Car, commanded by programming from a Arduino platform, as well as a methodology, in didactic sequence, that consists of a practical part using the robot applied to the study of movement, where students will participate actively, and a theoretical with the subsequent analysis of the data collected. In this first moment we aim to work in a playful, interactive and intuitive the concepts of movement, using Educational Robotics as a tool in the teaching-learning process, considering the rates of variation, its application to the study of motion and the error in the measurement of quantities. In the theoretical part, the ideas addressed in the experiment will be debated from the organization and analysis of the collected data, being the teacher responsible for the orientation, with interventions, increasingly active until the theory is unveiled. In this process, the student will construct a logical sequence of reasoning allowing, based on your knowledge of world, the understanding of the proposed theory. It has been found that the use of Educational Robotics in classrooms is an extraordinary methodological resource, since besides unlimited use, it is also extremely attractive. This characteristic is fundamental, since it excites the students causing greater stimulation both to concentrate and to debate the activities proposed in the room.

Physics is a very present science in our daily lives. Even so, teaching this discipline is not as trivial as it seems. There are several difficulties encountered by the teacher in his teaching practice, among them is the ability to associate his classes with the dynamism of the current society. Thinking about it, these were the motivations for creating a board game - "Knowing the Subatomic Particles: Traveling to the Unseen" - with the primary goal of analyzing and perfecting gameplay in high school students. Applied in principle at the João Tibúrcio State School of the regular school network located in the municipality of Goianinha in Rio Grande do Norte. Aiming the possibility of learning, due to its use in a playful and dynamic way, on concepts of the standard model of the particles. In this work will be made the presentation of the product and how it was used in its application. The comparison between the Pre and the post test will also be made through quantitative analysis. We verify students improve the concepts of subatomic particles after the application of the board game, identifying some of the elementary particles and the existence of fundamental forces. Because of this, we have obtained many positive reports of the use of the educational product through the students, and that it was an incentive to search for more information on the subject in other means of access to knowledge. For this reason it is expected that the work will serve as a parameter for the application of the game in other environments so that more and more people have access to the particle physics contente.

Teaching Thermodynamic principles for high school students is not easy, considering the difficulty of relating the daily life of the learner with academic knowledge in a meaningful way. In order to minimize the difficulties encountered in the teaching of thermodynamics, the present dissertation aims to propose a didactic manual for the creation of a mini portable meteorological station. Through the construction of this experiment it will be possible to study the thermodynamic state variables using Arduino as a monitoring platform. Initially a brief explanation of the teaching of thermodynamics will be presented as well as the techniques used in this work that served to corroborate the proposal of the product. Next, the construction of instruments that serve to make learning meaningful through experimentation and technology will be addressed. Next, the application of the teaching product will be presented at the Agnus Dei Educational Center. Finally, the conclusions of the present dissertation will be exposed, which will explain pretensions to continue the work with the addition of some sensors and it is suggested that this work be submitted to the publication in the journal of Physics teaching. At the end of the paper the reader will find two appendices. Appendix "A" will contain some photographic records of the project. In appendix "B" will contain the manual with the step-by-step construction of the mini portable weather station. This add-on will include a brief presentation of the hardware and software, the electronic connections required for assembly, and the code to give commands to the sensors and the Arduino Uno. With this material it is clear that anyone with computer basics will be able to assemble this equipment. Therefore, the practical and self-developed teaching produced significant results in the teaching and learning process.

We are at all times bombarded by new technologies that allow us many exploits, many
of them unimaginable decades ago. In this scenario, the film industry further enhances
the popular imagination by displaying, for example, hypothetical interactive holograms
through science-fiction films and superheroes. In addition to the cinemas, we can also
mention the holograms in several other scenarios (awards events, marketing and
electoral campaigns, music shows, among others), some of which use devices
commonly known as "holographic" pyramids. These pyramids can provide the clear
impression that the viewer is observing a real and tangible object. However, as
discussed in this dissertation, most of these references to holographic images are
mistaken, that is, in addition to not being holograms in fact, they are just twodimensional
images. This can generate excellent educational opportunities for the
debate on the themes of optical illusions and holograms, especially when we consider
the transition from the naive curiosity of the individual to an epistemological curiosity.
In this way, we developed an educational product through a didactic sequence for the
introduction to the study of optics in elementary education. We take as a starting point
the construction of a quadrangular "holographic" pyramid and investigate its physical
principle of functioning. The didactic sequence was structured according to the three
pedagogical moments (initial problematization, organization of the knowledge and
application of the knowledge) developed by Demétrios Delizoicov and that have freirian
educational bases. Through the application of the didactic sequence, we show the main
results, obstacles, expectations and generate the final educational product including
suggestions of applications in the other levels of schooling. Among the results achieved,
we highlight playful aspects identified in the "holographic" pyramids that favored the
introduction of basic concepts of optics and mathematics in elementary education, as
well as immersion in several factors of scientific construction, such as the formulation
and verification of hypotheses and the collection and interpretation of data.

In the last decades, there has been a consolidation of the defense of the didactic insertion of History and Philosophy of Science. Following this trend, textbooks have included in their scope some historical elements related to scientific content. Despite the intention to meet the demands of educational legislation in terms of historical contextualization, the lack of criteria and attention to the historiography of science ends up giving way to an inadequate insertion of historical-philosophical elements. These misconceptions translate, for example, into the formation of simplistic views about science. In this sense, the analysis of the content related to Torricelli's experiment in textbooks revealed several flaws and distortions. Based on the inadequacies observed, and on the other hand, based on reliable historiographic texts, three historical-philosophical narratives were developed for use in Basic Education. These narratives, which focus on the historical development of the concept of atmospheric pressure and, in particular, the Torricelli experiment, are part of a didactic sequence elaborated in order to collaborate with the teaching of the mentioned scientific subjects. The educational product was applied in regular high school classes in Natal public school, where it was satisfactory in relation to the desired teaching objectives.

In the last decades our society has got an important change in relation to scientific and technological advances. However some of our students get advantage from these technological advances unconsciously and do not associate these to the knowledge acquired at school. Triggering Automatically a  motor or lighting system and turning solar energy into electricity are examples of technological processes that are trivial in our students' daily lives. However, the 21st century school should not ignore the new challenges proposed by this new world configuration, so the teacher has the duty to develop habits and attitudes aiming an approximation between the school and the social and technological development in which the student is included. Therefore, the educational product constructed by the teacher in this work aims to associate content and daily in relation to the technological use of the photoelectric effect in the 21st century. The application of this product occurred in a high school first year class  through four classes of 50 minutes. The first two classes happened through an expository and dialogical way, emphasizing the historical and algebraic part. The other two classes happened according to a didactic sequence based on the three pedagogical moments developed by Demétrio Delizoicov, which added using  an interactive and dynamic way in the construction of the relation between the expository class (concept approached) and the use of the didactic tool (daily application ).