The purpose of this work is to build a potentially significant teaching unit (UEPS),
through a didactic sequence for teaching gaseous transformations, aimed at basic
education students in the public network of the state of Amazonas, included in the life
project discipline. of the new high school. The aim is to identify evidence of meaningful
and critical learning. From this perspective, problematizing how Physics has been
taught in Basic Education to the detriment of everyday practical relationships, the
question arises: can these relationships really be inserted and experienced in schools
with the aim of obtaining potentially significant learning? What are the difficulties
encountered by Basic Education teachers in bringing day-to-day practices into the
classroom? How can using a pressure cooker contribute to teaching Physics? With the
purpose of adding the school routine to the historical, social and economic daily life, in
which we are inserted today, schools, as proposed by the new National Curricular
Guidelines for Basic Education and the Law of Guidelines and Bases of National
Education – Law 9,394 /96 – aim to prepare students for the world of work, science
and technology. Therefore, we use the pressure cooker, inserted in a didactic
sequence, contributing to a problem situation, as it is a fascinating example of how
physical principles can be applied in a practical and innovative way in cooking. Its role
in accelerating the cooking process, saving energy and preserving food nutrients
makes it a valuable tool in the contemporary kitchen. However, it is crucial to
understand the underlying physical principles and follow recommended safety
practices to fully enjoy the benefits of the pressure cooker. In this way, we worked with
proposals for collaborative activities to resolve problem situations, as well as
appropriating the theoretical framework of Ausubel's Theory of Meaningful Learning
articulated with Moreira's critical meaningful learning.
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