FROM ELASTIC ENERGY TO KINETIC ENERGY: A FREIREAN APPROACH WITH EXPERIMENTAL ACTIVITIES IN YOUTH AND ADULT EDUCATION

Abstract

This article analyzes a pedagogical practice grounded in Paulo Freire’s pedagogy applied to the teaching of elastic energy in a Youth and Adult Education (EJA) class. The intervention consisted of an investigative teaching sequence developed through experimental activities using low-cost materials, such as springs and cardboard cars powered by rubber bands, combined with discussion circles and problematization moments. The study adopted a qualitative approach, using a student’s spontaneous written account as an analysis instrument, understood as part of a formative assessment process. The results indicate that the proposal fostered the understanding of the transformation of elastic potential energy into kinetic energy, while also promoting student engagement, autonomy, and the appreciation of prior knowledge. An affective dimension associated with playfulness and childhood memories was also observed, reinforcing the importance of contextualized practices in Physics teaching within EJA. It is concluded that pedagogical proposals based on Freirean pedagogy contribute to critical, meaningful, and humanizing learning in this educational modality.