Energia solar fotovoltaica no ensino médio: análise de custo-benefício e aplicação de sequência didática

Abstract

This work analyzes the application of an investigative didactic proposal that integrates theory and practice in teaching the photoelectric effect and photovoltaic solar energy, aimed at students in the 3rd year of high school. The research is based on the assumption that the articulation between theoretical knowledge, real context and experimentation promotes more meaningful and critical learning. The methodology included the application of a diagnostic questionnaire, the execution of a sequence of classes using simulators, videos and debates, and an empirical investigation with residents of Macapá who use photovoltaic energy. The data indicated lack of prior knowledge about the photoelectric effect, but high receptivity of students to practical activities. The economic analysis of residential photovoltaic systems revealed an average return on investment time of 3.6 years. The approach contributed to the development of critical thinking, intellectual autonomy and understanding of the social relevance of Physics, reinforcing the importance of active methodologies in teaching Natural Sciences.