https://rd.uffs.edu.br/handle/prefix/65 Wed, 10 Jun 2026 22:01:41 GMT 2026-06-10T22:01:41Z https://rd.uffs.edu.br/handle/prefix/9298 Título: Unidade de ensino potencialmente significativa: um estudo do sol Autor(es): Michalski, Jovieli Carini Primeiro Orientador: Costa, Marcia da Abstract/Resumen: This study investigated the potentials and limitations of a Potentially Meaningful Teaching Unit (PMTU) on the Sun, designed to promote meaningful learning among high school students. Grounded in David Ausubel’s Theory of Meaningful Learning, the study aimed to analyze how the teaching proposal could contribute to the construction of meaning in Astronomy education. The proposed PMTU addressed concepts related to the structure, composition, and physical phenomena associated with the Sun, organized through initial problematizations, exploratory activities, and conceptual applications, with a focus on the progressive construction of knowledge. The proposal was evaluated by Basic Education and Higher Education teachers through a questionnaire, considering aspects such as clarity, applicability, relevance of the theme, and theoretical-methodological coherence. The results indicated that most evaluators considered the PMTU coherent, well organized, aligned with the Theory of Meaningful Learning (TML), and appropriate for high school education, highlighting the relevance and depth of the topic, as well as the gradual progression of learning. They also recognized the adequacy of the content and the effective articulation between physical concepts and solar phenomena. Suggestions for improvement included adjustments to activity duration, deeper exploration of specific concepts, inclusion of visual resources, the use of concept maps as assessment tools, adaptations of reading materials, and the proposal of creative activities such as digital simulations and investigative experiments, aiming at greater clarity, methodological diversity, and accessibility. It is concluded that the PMTU has the potential to promote meaningful learning, aligned with TML, through the sequential organization of content, the valorization of prior knowledge, and planned pedagogical mediation, being relevant and viable for Astronomy teaching in high school, with improvements capable of strengthening its applicability and didactic effectiveness. Instituição: Universidade Federal da Fronteira Sul Tipo: Monografia Thu, 11 Dec 2025 00:00:00 GMT https://rd.uffs.edu.br/handle/prefix/9298 2025-12-11T00:00:00Z https://rd.uffs.edu.br/handle/prefix/9297 Título: Contribuições do PIBID para a formação inicial de professores de física: uma análise a partir dos focos de aprendizagem docente Autor(es): Dlugokenski, Bruna Raquel Primeiro Orientador: Arrigo, Viviane Abstract/Resumen: Historically, initial teacher training courses have sought to overcome the gap between theory and practice. In this context, the Institutional Scholarship Program for Teaching Initiation (PIBID) presents itself as a formative space capable of bringing future teachers closer to the school reality and promoting teacher learning. Given this context, the objective was to identify the contributions of PIBID to the teacher learning of undergraduate physics students. The qualitative research was conducted with four scholarship recipients from an interdisciplinary subproject in Natural Sciences at a public university in Southwest Paraná. The transcription of semi-structured interviews conducted with the scholarship recipients after six months of activities in schools was analyzed using Discursive Textual Analysis (DTA), employing the Adapted Teacher Learning Strands (FAD’) as a priori categories. The results showed contributions from PIBID in the five focuses analyzed. In Strand 1 – Interest in Teaching, both expressions of motivation and episodes of frustration in the face of challenges experienced in schools were observed. In Strand 2 – Practical Knowledge of Teaching, learning emerged mainly related to classroom performance, understanding the school context, and recognizing one's own teaching profile. Strand 3 – Reflection on Teaching presented the highest number of records, revealing that the scholarship recipients critically reflected on problems faced in their classroom performance, on the role of the teacher, on student learning, and on the potential and limitations of Inquiry-Based Teaching. In Strand 4 – Teaching Community, the collective construction of knowledge and the feeling of belonging to the group were identified, mainly through dialogue between teachers and scholarship recipients. Finally, in Strand 5 – Teacher Identity, teacher identity indicates that it is developing during the professional trajectory of some scholarship recipients, while others indicate the contribution of PIBID to the understanding that they will not pursue a teaching career. It is concluded that PIBID contributed to the teacher learning of undergraduate students, providing concrete teaching experiences, engagement with the school reality, a space for critical and joint reflection, and strengthening the construction of professional identity. Instituição: Universidade Federal da Fronteira Sul Tipo: Monografia Fri, 12 Dec 2025 00:00:00 GMT https://rd.uffs.edu.br/handle/prefix/9297 2025-12-12T00:00:00Z https://rd.uffs.edu.br/handle/prefix/9029 Título: O ensino de Física por meio de filmes: uma metodologia significativa Autor(es): Schmidt, Willian Primeiro Orientador: Barraz Júnior, Ney Marçal Abstract/Resumen: The study elaborated in this space, problematizes the recurrence of the use of films in the teaching of Physics, for the basic education. The objective is planning through films, which seeks to conquer the student's interest in the discipline of physics, and also helps in the teaching-learning process. The relevance of the work produced is in favor of the quality of teaching, it is expected to create an alternative of planning from films, which helps other colleagues in the act of teaching, because this methodology is not an absolute truth, but rather forgeable to the teaching mechanism of each teacher. The methodology applied was based on the analysis of scientific articles and referenced books, through the qualitative research approach, in this way, the prejudice established with the use of films in the classroom was perceptible, therefore, the importance becomes greater. of a well-structured plan, with established objectives. In the course of the readings, two different forms of methodologies were shown, addressing the introduction of contents or closing them. The time and effort dedicated to either of the two is great, but there is a satisfactory result. In view of this, the systematics of this study aims to lead to greater criticality in students, both for training as a citizen and later for an academic future, always projecting their significant learning. Instituição: Universidade Federal da Fronteira Sul Tipo: Monografia Sat, 01 Jan 2022 00:00:00 GMT https://rd.uffs.edu.br/handle/prefix/9029 2022-01-01T00:00:00Z https://rd.uffs.edu.br/handle/prefix/9028 Título: Aplicação de conceitos no futebol: desvendando a física por trás do chute do Roberto Carlos Autor(es): Klug, Joice Stallbaum Primeiro Orientador: Barraz Júnior, Ney Marçal Abstract/Resumen: In this work we carry out an analysis of the free kick performed by the player Roberto Carlos, in the game Brazil versus France for the Torneio da França in 1997. We divided the free kick into three parts: player running until the moment before kicking the ball; the movement of the player's foot until it reaches the ball and the beginning of the movement of the ball; and the movement of the ball after the kick, where it curves in its trajectory. In this Course Completion Work we focus on the second part of the movement of the free kick charged in the tournament. In view of the difficulties of Basic Education students to understand the Physics involved in generic concepts, purely mathematical and knowing that the national passion is football. We ask: how was Roberto Carlos' foot movement transferred to the ball? Can we estimate the initial speed after the player's kick with the speed found by television cameras at the time? In the development of this work, it was shown how the transformation of the movement was performed and the initial velocity of the ball after the kick was estimated. For this, we use the fundamental concepts, such as: length of a circular segment, mass, velocity, linear momentum, conservation of linear momentum and collisions. The continuation of this study would be the explanation of the curved movement that the ball after the free kick. Instituição: Universidade Federal da Fronteira Sul Tipo: Monografia Sat, 01 Jan 2022 00:00:00 GMT https://rd.uffs.edu.br/handle/prefix/9028 2022-01-01T00:00:00Z