Estudo da engenharia didática e sua aplicação no ensino da física através da metodologia de Aprendizagem Baseada em Projetos (ABP)

Abstract

This study investigates the application of Didactic Engineering (DE), as proposed by Michèle Artigue, in Physics teaching through Project-Based Learning (PBL). The objective is to understand how First and Second-Order theories of DE guide innovative practices, identifying potentialities and limitations. The methodology involved a bibliographic review of the foundations of DE, the Theory of Didactic Situations (TDS), and Didactic Transposition, as well as the Brazilian National Common Curricular Base (BNCC), supplemented by the analysis of case studies on PBL application. The results demonstrate the significant potential of the DE-PBL alliance for contextualized learning. However, the study highlights the methodological rigor of DE as a primary practical limitation, often resulting in a lack of sufficient time for teachers to prepare high-quality lessons. Furthermore, the need for specific teacher training and specialization is emphasized. It is concluded that, despite barriers regarding preparation time and training, the DE-PBL integration is a promising strategy for transforming Physics teaching. It is essential that educational policies provide structural support and time for continuous professional development, aiming at the improvement of educational quality.