A DEMOCRATIZAÇÃO DO ENSINO DE FÍSICA ATRAVÉS DO YOUTUBE: CANAL “OSTENTANDO FÍSICA” COMO RECURSO DIDÁTICO

Abstract

The main objective of this article was to present and discuss new ways of appropriating teaching resources in physics teaching through the existing tool in the virtual world such as YouTube. Thus, it is worth highlighting the importance of the existing discussions in physics teaching based on the ideas of Mattar (2009), Pereira (2018), Moreira (2018), when it comes to experi mental practices, methodological resources and mainly, in relation to the protagonism of the physics teacher. In this aspect, the creation of the “Ostrando Física” channel on YouTube is the result of this desire to articulate and defend the democratization of innovative practices through a language that dialogues more directly with the new generations. The action aimed to improve student performance based on the interpretation of phenomena and concepts, integrating communication, interaction and transforming experiences of the academic trajectory with the Supervised Curricular Internship and the Institutional Program of Scholarships for Teaching Initiation (PIBID) into an innovation tool through YouTube for teaching and learning. The channel sought to reproduce scientific literacy knowledge through the construction of educati onal experiments. The videos seek to encourage students to actively participate in classes, ma king connections with their daily lives, with the aim of helping us see a “new” Physics. The results of this work show us that a teacher’s greatest educational product should be the impact he or she leaves on his or her students. Therefore, in our pedagogical practice, we must value teaching strategies that make students the protagonists of their own knowledge.