A utilização do potencial didático dos filmes cinematográficos: uma proposta para o ensino de Física e desenvolvimento de habilidades da BNCC nos anos finais do ensino fundamental

Abstract

The present study focuses on a didactic proposal that employs cinematographic films as a pedagogical resource in teaching Physics in the final years of elementary education, aligning with the Base Nacional Comum Curricular (BNCC). Using excerpts from films as examples, corresponding skills related to physical concepts and thematic units of the BNCC were identified, developing a didactic model for meaningful learning in the classroom. The research aimed to answer the question: 'How can films assist teachers in addressing BNCC skills related to Physics for elementary school students?' Emphasizing the importance of using playful materials, such as film excerpts, enriches the learning process by immersing students in contexts that offer new perspectives on the covered content. By critically analyzing excerpts from films like 'Apollo 13', 'The Boy Who Harnessed the Wind', and 'Radioactive', the potential of these cinematic resources in facilitating the understanding of physical concepts was observed, establishing connections between the themes of the movies and scientific concepts. This approach not only contributes to understanding the content but also fosters the development of skills such as critical analysis, interpretation of contexts, and evidence-based argumentation aligned with the BNCC. However, limitations were identified, especially regarding restricted access to films due to rental demands or subscriptions to streaming platforms. It is recommended to ensure the legality of reproducing these materials and seek institutional financial support to use them as didactic resources, non-profitably. Emphasizing the relevance of contextualizing content, awakening student interest, and promoting skills aligned with educational guidelines. In summary, the research highlights the importance of films as an effective pedagogical tool in teaching Physics, emphasizing not only the comprehension of concepts but also the development of fundamental skills. The studies and research conducted enabled the development of a research product in the form of a Didactic Module proposal, integrating a proactive methodology that combines pedagogical theory with critical film analysis to enhance students' understanding and engagement in Physics concepts. The creation of this module was a significant part of the work, reflecting a practical and interactive approach in science education. This confirms that appropriate integration of films into the teachinglearning process can significantly enhance the quality of education in Natural Sciences in the final years of elementary education.