Sequência didática para o ensino do movimento oblíquo utilizando o software GeoGebra: uma experiência apoiada na Teoria das Situações Didáticas

Abstract

In this research, a study was conducted on the construction of a Didactic Sequence using GeoGebra software, based on Guy Brousseau's Theory of Didactic Situations, focused on learning Physics. With the advancement of digital technology, computers have become great allies in the field of education, especially through educational software. However, there are still few studies that use GeoGebra in the teaching of Physics. In addition, there is still some resistance on the part of some teachers to adopt digital technological resources in their methodologies. Thus, the objective was to analyze the contributions of the teaching sequence to the learning process of the Oblique Launch content with 1st-year high school students from the State Education Network of Humaitá, Amazonas. The locus of the research was a public state school in the city of Humaitá, with the participation of three students. This is an action research study with a qualitative approach, which used the four phases of Didactic Engineering, as described by Michèle Artigue, as its methodological procedure. A literature review was conducted in the databases of the CAPES Journal Portal and the Brazilian Digital Library of Theses and Dissertations, covering the period from 2014 to 2023. There were also three 50- minute meetings, during which the teaching sequence, its strategies, and the mapping of possible difficulties were developed. Next, the students applied the sequence, with the researcher acting as a mediator. The analyses took place in two stages: in the first, the researcher's observations and notes were validated; in the second, the students' work in GeoGebra was examined, based on the Theory of Didactic Situations and Didactic Engineering. The results of the review showed a scarcity of studies exploring the use of GeoGebra in the teaching of Physics as well as gaps in the treatment of oblique launch content. On the other hand, it was observed that all the analyzed studies included the relationship between Physics and Mathematics. Regarding the theoretical framework, the presence of Brousseau and Artigue was limited, indicating their limited inclusion in the teaching of Physics. In terms of educational levels, applications in high school predominate. Geographically, the northern region was underrepresented in the research. Despite the small number of studies that use digital technologies in the teaching of Physics, those that did so obtained positive results, with the use of GeoGebra as a facilitator for understanding complex concepts standing out. In the proposed activity of the Didactic Sequence on Oblique Launch, students experienced the four phases of the Theory of Didactic Situations. In the first phase, the adidactic situation of action occurred with the experimental use of the computer. In the second phase, the formulation was evidenced by the creation of illustrations organized by the students. In the third phase, validation, the concepts were addressed to theoretically ground the productions, both through the illustrations and the answers to the proposed questions. The good performance enabled the last phase, institutionalization, validating the results and confirming the effectiveness of the Theory of Didactic Situations, Didactic Engineering, and GeoGebra as theoretical and pedagogical tools. It is concluded that an effective tool for the study of Oblique Projection was created.