Análise das percepções dos alunos do 3º ano do ensino médio e professores sobre os impactos socioambientais causados pelo consumo de energia elétrica

• Ano de defesa: 2021
• Autor(a) principal: Santos, Débora Oliveira dos
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade do Estado do Amazonas; Brasil; UEA; Mestrado Acadêmico em Educação e Ensino de Ciências na Amazônia
• Palavras-chave em Português: Ensino de Física; Physics teaching; Impactos Socioambientais; Socioenvironmental Impacts; Consumo de energia; Energy consumption; Ensino aprendizagem
• Link de acesso: https://ri.uea.edu.br/handle/riuea/5239

School physics, as well as the other Basic Education subjects, acts in the task of explaining a large part of everyday phenomena. We can then say that the student performs better in his teaching and learning process when the phenomenon is present in everyday life and that it makes sense to him. For the unfolding of the research, we answered the following question: What perceptions do 3rd year high school students and teachers in a public school in Manaus have regarding energy consumption and its socio-environmental impacts? Initially, a questionnaire was prepared with closed and open questions with students and teachers regarding the perception of the relationship between energy consumption and socio-environmental impacts. The questionnaire was divided into four parts, which are: 1st part: profile of the respondent; 2nd part: questions about electricity consumption; 3rd part: questions about alternative energy sources; and 4th part: questions on socio-environmental impacts. The results show that part of the students are unaware of the relationship between energy consumption and the socio-environmental impacts caused by hydroelectric plants. Most say they save energy because the energy bill increases, and not because of the consequence of consuming it for the environment. The students' perception of energy consumption and its impacts is still minimal, since analyzing the answers given by them, the environmental issue is still a subject that we must address in the classroom. The teachers who were interviewed showed interest in discussing important contents for the preservation of the environment, as is the case of the research that was carried out. Even from other areas, it is possible to relate mathematical content, for example, with energy consumption. Another important point is that the teachers are well qualified, this means that despite the difficulties encountered in public schools in relation to teaching and structure, many teachers are able to take a Postgraduate course carrying out their continuing education. Keywords: Physics teaching; Socioenvironmental Impacts; Energy consumption.