This thesis describes a didactic proposal used to aid teacher and students in the
construction of concepts necessary for understanding the Thermodynamic laws, such
as pressure, volume, heat, work and temperature. For its development was first
carried out an analysis of textbooks present in PNLD-2012 using elements of
Chevallard’s didactic transposition, and as a theoretical basis for the creation and
organization of all activities employ socio-historical theory of Vygotsky. These
procedures consisted in investigative activities, experimental and traditional, like the
resolution of exercises. The generated products consist of a guide for the teacher, in
which he will find not only the activities of didactic sequence that we propose for
learning these laws, but also suggestions on how to organize the dynamics in the
classroom and how to proceed as mediator for conducting such activities. In addition,
is presented an Stirling engine, made with reusable materials, used in construction of
the P-V diagram of the Stirling cycle.
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