O ensino de fluidos e equação de Bernoulli na educação básica

Abstract

The discipline of Physics in High School (MS) has been often criticized for its methods and procedures, according to some authors. Taking into account the state of public calamity due to the new coronavirus pandemic (Sars-Cov-2), in which, based on reports found, a difficulty in communication and in the participation of students in remote activities is perceived. Seeking to collaborate for such advancement, this unit plan was built from the Historical-Critical Pedagogy (PHC), passing through the 5 pedagogical moments proposed by the theory and aiming to develop and evaluate a didactic-pedagogical proposal (PDP) for the teaching of hydrodynamics content in the discipline of Physics in high school, having as a starting point the understanding of students about social practice, giving new meaning to our pedagogical practice, identifying social problems and how the contents can solve them or help to understand them better . Due to the development of remote teaching, the use of Digital Information and Communication Technologies (TDICs) was essential to enable this interaction. After the development of this PDP and the analysis of the results, we could see considerable advances in the concepts and applications of hydrodynamics in the discipline of Physics and in everyday life.