Indigenous Intercultural Physics Teaching Based on David Ausubel’s meaningful Learning theory

Leonardo Diego Lins, Maíra Cavalcanti Coelho, Sandra Valéria Silva Lins, Reginaldo da Silva Gomes, Stefane Amorim Melo, Maísa Cavalcanti Coelho

Cognitive theory, Contextualized learning, David Ausubel, Interculturality, Physics teaching.

This work presents a proposal for implementation of Physics teaching that interacts with culture and the natural phenomena studied by it, based on David Ausubel’s Cognitive Theory to aggregate substantial factors to pedagogical facilitation. Therefore, through an educational practice using contextualized material and teaching, whose subjects interact with environment and apply knowledge from daily life, it is possible to understand and interpret from interdisciplinarity and actions not fragmented or mechanic. In other words, developing an accessible and intercultural learning it becomes effective (meaningful).

10.22161/ijaers.73.42