The dissertation investigates the teaching of Relativistic Kinematics in high
school, highlighting its historical importance and current relevance, particularly in the context
of the New High School Curriculum and the BNCC. The study emphasizes the use of
interactive simulations and teaching methods such as Peer Instruction and Formative
Assessment to facilitate the understanding of complex concepts like time dilation and length
contraction. Vygotsky's theory, which values social interaction and cultural mediation, and
Ausubel's theory of meaningful learning, which prioritizes integrating new knowledge with
existing concepts, underpin the methodology. The dissertation explores the use of continuous
assessments and feedback to adapt teaching to students' individual needs, promoting critical
and meaningful learning in the study of Special Relativity and integrating Modern Physics
content.
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