Antonio Carlos Marangoni

Com o isolamento social imposto pela pandemia de COVID-19, os Planos de Estudos Tutorados (PETs) emergiram como a alternativa para dar continuidade ao ano letivo nas escolas públicas de Minas Gerais. Embora os PETs fornecessem orientações e planos de estudo mensais, não apresentavam aplicação de atividades experimentais. Visando promover a inclusão de práticas investigativas como material complementar aos PETs nas turmas de ensino médio, este trabalho utilizou as Tecnologias Digitais de Informação e Comunicação (TDIC) como aliadas no processo de construção do conhecimento. Para isso, foram desenvolvidos materiais contendo sugestões de experimentos em Matemática, Física, Biologia e Química, vídeos ilustrativos e a criação de um concurso online, incentivando os alunos a produzirem materiais audiovisuais sobre os temas propostos. O trabalho, refere-se a um estudo de caso de natureza qualitativa, alinhado a perspectiva da pesquisa-ação, contou com a participação de uma equipe multidisciplinar de professores do ensino médio e superior, discentes de graduação e pós-graduação da UEMG, além de estudantes do 1° e 2° anos do ensino médio regular da E.E. Presidente Tancredo Neves, todos do município de Frutal-MG. Os resultados apontaram que a ação instigou os estudantes a trabalharem atividades de ciência de maneira experimental, por meio de uma proposta interdisciplinar e contextualizada, combinando o método adotado pela Secretaria de Estado de Educação de Minas Gerais (SEE-MG) com as mídias digitais de maior utilização por parte dos adolescentes, como o Instagram e o YouTube. Palavras-chave: Ensino Remoto. TDIC. Tendências Educacionais. Experimentação. Abstract With the social isolation imposed by the COVID-19 pandemic, Tutored Study Plans (PETs) emerged as an alternative to continue the school year in public schools in Minas Gerais. Although PETs provide guidance and monthly study plans, they do not include the application of experimental activities. Aiming to promote the inclusion of investigative practices as complementary material to PETs in high school classes, this work used Digital Information and Communication Technologies (TDIC) as allies in the knowledge-construction process. To this end, materials were developed containing suggestions for experiments in Mathematics, Physics, Biology, and Chemistry, illustrative videos and the creation of an online competition, encouraging students to produce audiovisual materials on the proposed themes. The work is a case study of a qualitative nature, aligned with the perspective of action research, involving the participation of a multidisciplinary team of secondary and higher education teachers, undergraduate and postgraduate students from UEMG, in addition to students in the 1st and 2nd years of regular high school at E.E. Presidente Tancredo Neves, all from the municipality of Frutal-MG. The results showed that the action encouraged students to engage in science activities in an experimental way, through an interdisciplinary and contextualized proposal, combining the method adopted by the State Department of Education of Minas Gerais (SEE-MG) with digital media most widely used by adolescents, such as Instagram and YouTube. Keywords: Remote learning. TDIC. Educational trends. Experimentation.

The significant growth in global energy demand has introduced significant pressure on energy consumption via fossil energy sources, with recognized environmental consequences. In this context, renewable energy such as solar energy emerges as an inevitable energy alternative. This work consists of the development, construction and validation of a prototype of a teaching bench consisting of a photovoltaic module that converts solar energy directly into electrical energy, a charge regulator that protects the battery against overloads and deep discharges, a battery that stores the energy produced during periods of greater solar radiation and an inverter, which converts the energy produced in direct current into alternating current. The bench have a set of lamps and a variable resistance, so that various system loads can be simulated. The teaching bank developed will allow engineering students at the State University of Minas Gerais (UEMG) to study and understand the characteristics of an autonomous photovoltaic installation, with practical examples on energy generation and storage. The basic storage system will allow the student to understand the concepts of cargo storage and its reuse without wasting energy. Furthermore, a manual was written and validated with a collection of experimental activity scripts to support work during the use of the bench in practical Physics laboratory classes in engineering courses at UEMG.