Portfólio virtual como proposta metodológica de ensino-aprendizagem dos conteúdos clássicos da Física em formato de blog

Abstract

The worldwide scenario caused by Covid-19 affected the education of 1.5 billion students, who had their classes suspended and new strategies and readjustments in the education system were necessary. One of them, as a matter of urgency, was the approval of MEC Ordinance nº. 343/20, which provides for the replacement of presencial classes in place of classes in digital media. The use of remote activities or the intensification of the use of virtual learning platforms is used as a resource. In this sense and within the perspective of meaningful learning linked to the support and use of Information and Communication Technologies -ICT, they have demonstrated as an alternative to bring the teacher and the student closer to the object of study and, when properly articulated to the methodological planning, they can favor learning and significant developments, reaching different student profiles, enabling a better domain of communication through the use of technologies. What enables students to build and share experiences, making them collaborative subjects who learn to value individual skills achieved. The main objective is to propose the preparation of a virtual portfolio, as a methodological proposal for teaching and learning of the classic physics contents in a blog format based on criteria previously established by the teacher and which will go through the creation, production and the blog publication. The dynamics of which the purpose of the proposal is inserted can be considered as an action research in which it provided elements for a formative and summative evaluation, and having the set of information allowed the reflection of the subjects involved on the learning process. The proposal points positively to some results: the sharing of the material presupposes the students connection with specialists from different areas, where they can contribute to future improvements; intersubjective relationships and contact between those involved tend to encourage the student to acquire confidence and enthusiasm in relation to the learning achieved; the appropriation and organized construction of thought and content; it enables both the teacher and the student to think about the evaluation and broadens the debate for studies and application of the tool for teacher education and training. Thus,the interactions between knowledge in cultural, social, technological and scientific, since it is necessary to establish relationships with what is taught, seeking in these references approximations with contemporary discussions in the perspective of meaningful learning, in order to reach some criteria such as inclusion, integration, motivation and protagonism of students in this new relationship with the contents of the classes.