PROBLEMATIZATION AND CONTEXTUALIZATION IN THE TEACHING OF PHYSICS AND THE CONTRIBUTION OF THE HISTORY OF SCIENCE.

This paper discusses the daily life of teachers in schools, highlighting their difficulties in obtaining satisfactory results in the teaching-learning process. The objective of the paper is to present and describe a proposal for a didactic sequence as a way of expanding the possibility of student involvement in the search for knowledge that enables them to solve everyday problems and understand the world around them, through problematization and contextualization in the approach to the theme “quantity of movement and its conservation”. As a methodology, a qualitative approach was chosen, in which works from the area of historiography and didactics of sciences in the current bibliography were explored, seeking to expand the possibilities of students in their appropriation/construction of non-compartmentalized knowledge, but intertwined with other ways of interpreting the world.