Submitted by Automa??o e Estat?stica (sst@bczm.ufrn.br) on 2018-03-12T14:49:57Z No. of bitstreams: 1 JeanyEuniceDaSilva_DISSERT.pdf: 2819903 bytes, checksum: d56b2972cc49b76d10b40981a552744e (MD5) / Approved for entry into archive by Arlan Eloi Leite Silva (eloihistoriador@yahoo.com.br) on 2018-03-14T20:35:05Z (GMT) No. of bitstreams: 1 JeanyEuniceDaSilva_DISSERT.pdf: 2819903 bytes, checksum: d56b2972cc49b76d10b40981a552744e (MD5) / Made available in DSpace on 2018-03-14T20:35:05Z (GMT). No. of bitstreams: 1 JeanyEuniceDaSilva_DISSERT.pdf: 2819903 bytes, checksum: d56b2972cc49b76d10b40981a552744e (MD5) Previous issue date: 2017-12-07 / Ao longo das ?ltimas d?cadas a ?rea da Hist?ria e Filosofia da Ci?ncia (HFC) tem sido considerada como ferramenta importante no ensino de f?sica, como evidenciado na literatura especializada da ?rea de Did?tica das Ci?ncias. Apesar do aumento dessas publica??es, ainda ? restrita a rela??o direta com a educa??o b?sica, o ?como fazer? ainda limita a??es diretas que possam de fato influenciar a constru??o do conhecimento no ensino de f?sica. O presente trabalho foi desenvolvido com objetivo de construir, aplicar e avaliar uma sequ?ncia did?tica a partir de elementos hist?ricos e do uso do termosc?pio. A tem?tica escolhida foi o ensino da f?sica t?rmica, com a reprodu??o e explora??o do termosc?pio, instrumento de medida qualitativa de calor, utilizado por muitos estudiosos desde o s?culo V a.C. e que se tornou equipamento importante no processo de constru??o dos conceitos utilizados hoje de calor e de temperatura. A utiliza??o de experimentos com valor hist?rico pode ajudar a aproximar o aluno da f?sica, contribuindo tanto para a contextualiza??o hist?rica dos conhecimentos quanto para a aprendizagem de conceitos. Este produto educacional utiliza os tr?s momentos pedag?gicos (problematiza??o inicial, organiza??o do conhecimento e aplica??o do conhecimento) e ? composto por tr?s modelos de termosc?pios, constru?dos com materiais de f?cil acesso; tr?s textos, sendo dois produzidos por n?s e um adaptado; um roteiro para o professor; e um question?rio de fixa??o para o aluno. O produto foi aplicado no segundo ano do ensino m?dio de uma escola p?blica de Natal/RN. Os resultados indicam que o uso do termosc?pio e da HFC foi considerado uma abordagem positiva e que gerou momentos de investiga??o, confronto de ideias, reflex?o e argumenta??o por parte dos alunos, possibilitando que eles percebessem que seus conhecimentos podem ser restritos at? certo ponto e que ? necess?rio aprofundar ou reorganizar o saber, reestruturando o pensamento. / Over the last decades the area of History and Philosophy of Science (HPS) has been considered as an important tool in the teaching of physics, as evidenced in specialized literature in Science Education area. Despite the increase in these publications, the direct relationship with basic education is still restricted, the "how to do it" still limits direct actions that may in fact influence the construction of knowledge in physics teaching. The present work was developed with the objective of constructing, applying and evaluating a didactic sequence based on historical elements and the use of the thermoscope. The theme chosen was the teaching of thermal physics, with the reproduction and the exploration of the thermoscope, a qualitative instrumentto measure heat, used by many scholars since the fifth century b.C. and which became important equipment in the process of constructing today's concepts of heat and temperature. The use of experiments with historical value can help to bring the student closer to physics, contributing both to the historical contextualization of knowledge and to the learning of concepts. This educational product uses the three pedagogical moments (initial questioning, organization of knowledge and application of knowledge) and is composed of three models of thermocoscopes, constructed with materials of easy access; three texts, two being produced by us and one adapted; one script for the teacher; and one attachment questionnaire for the student. The product was applied in the second level of high school of a public school in the city of Natal/RN. The results indicate that the use of the thermoscope and of the HPS was considered a positive approach and generated moments of investigation, confrontation of ideas, reflection and argumentation on the part of the students, allowing them to perceive that their knowledge can be restricted to a certain extent and that it is necessary to deepen or reorganize the knowledge, restructuring the thinking.