Noções de astrofísica e de cosmologia moderna nas aulas de física do ensino médio: uma sequência didática a partir do Paradoxo de Olbers

Abstract

This work is intended to present results of a learning sequence developed on a Public College situated in the municipality of Campina Grande do Sul, Paraná, Brazil. The sequence addressed topics of Astrophysics and Modern Cosmology within the context of Modern and Contemporary Physics for students from three classes of 3rd year of high school. Also, this work sought to know the State of the Art on the Teaching of Modern Cosmology in Brazil. A total of five interventions in the classroom were given and those focused contents such scales of astronomical distance, astronomical spectroscopy, redshift, Hubble's law and the expansion of the universe and the age of the universe, using as initial questioning the Olbers’ Paradox. The activity was analyzed qualitatively using the technique of Content Analysis developed by Laurence Bardin, using data collection tools such as a field diary and questionnaires of assimilation and assessment of the course. Among the reached conclusions, one can highlight the emergence of competencies and skills by students taking into account the content and historical view, a consolidation or emergence of concepts and visions about the universe, plus some evidence pointing to integration of Astrophysics and Modern Cosmology with Modern and Contemporary Physics. Thus, one can infer that in this case, it was entirely plausible to introduce topics of Modern Cosmology and Astrophysics for High School students, according to the theme 'Universe, Earth and Life', recommended by Brazilian official documents.