Banca de QUALIFICAÇÃO: LUCIANO ANDERSON FROIS

Uma banca de QUALIFICAÇÃO de MESTRADO foi cadastrada pelo programa.
STUDENT : LUCIANO ANDERSON FROIS
DATE: 16/10/2026
TIME: 10:00
LOCAL: Sala Virtual: Google Drive
TITLE:

“FROM FEET TO HEAD”: LEARNING ABOUT FORCE AND PRESSURE

THROUGH HUMAN BODY CARE AND THE FLIGHT OF AIRCRAFT

KEY WORDS:

Physics Education; Force; Pressure; Bernoulli’s Principle; Three Pedagogical Moments; Didactic Sequence.

PAGES: 80
BIG AREA: Ciências Exatas e da Terra
AREA: Física
SUMMARY:

With the aim of engaging students in a teaching and learning process in which Physics

content is progressively developed through discussions, dialogue, prior knowledge,

theoretical foundations, systematization, experimentation, and problem-solving

situations, a didactic sequence is proposed for teaching the concepts of force, pressure,

and Bernoulli’s Principle in secondary education. The proposal is based on the Three

Pedagogical Moments, inspired by Paulo Freire’s problem-posing pedagogy andsystematized by Delizoicov, Angotti, and Pernambuco, comprising Initial

Problematization, Knowledge Organization, and Knowledge Application.

The didactic sequence seeks to reduce difficulties related to understanding the concepts

of force and pressure by bringing scientific knowledge closer to students’ everyday

experiences.

To this end, it begins with situations related to the human body, addressing issues such

as the force and pressure exerted by the feet while walking, the effects of using different

types of footwear, and their possible relationships with the feet, knees, and spine. Based

on these situations, physical concepts and mathematical relationships are developed to

enable a progressive understanding of pressure, force, and their applications.

The proposal also includes reading activities, text production, mathematical language,

experimentation, and the use of measuring instruments, integrating knowledge from

different areas. In the final stage, students apply the knowledge they have constructed

to the design and construction of model gliders, using them as an experimental resource

to understand Bernoulli’s Principle and its relationship to aircraft lift. The sequence is

structured into ten 50-minute sessions, involving problematization, conceptual

systematization, experimentation, project development, and model glider construction.

Assessment is conceived as a continuous, diagnostic, and formative process,

considering not only the results as well as the students’ learning process, with the use

of rubrics to monitor aspects such as conceptual understanding, application of

knowledge, scientific argumentation, and scientific communication. At the end of the

implementation of the sequence, it is expected to foster a culture of collaboration and

cooperation in which students take an active role in constructing their own learning,

relating their prior knowledge to scientific knowledge in Physics and other fields, from

a contextualized, interdisciplinar and investigative.

COMMITTEE MEMBERS:
Interno - 2646069 - ALEXSANDRO PEREIRA LIMA
Externo à Instituição - LINO MARTINS DE HOLANDA JUNIOR
Interno - 2571630 - PAULO DANTAS SESION JUNIOR