Estudo sobre astrofísica estelar no Ensino Médio

Abstract

The teaching of Astronomy, especially that involving Astrophysics content, can aid in understanding complex concepts that are part of our daily lives. In this context, this work sought to analyze studies on the teaching of stellar astrophysics in high school, with the aim of observing elements that could help in the construction of a didactic proposal linked to the Astronomical Observatory. From searches on Google Scholar, 13 works were selected, of which three were analyzed, allowing us to get an idea of how such concepts have been approached in teaching. In one of the works, it was possible to perceive, from a live broadcast during the Covid-19 pandemic, some information about people's interest in Astronomy and Astrophysics content. In another work, it was possible to identify which strategies Physics teachers implement Astrophysics content in their pedagogical routines. Finally, a proposal to be applied in high school was analyzed, with the aim of developing observation, hypothesis building, experimentation, and mathematization of comparison of the Sun with other stars seen in the sky. The results showed that, although there is legal support in current legislation, the teaching of content involving Astronomy and Astrophysics is still restricted; people are interested in many topics such as black holes and computational applications; and a limitation to teaching is the lack of specific teaching materials and working conditions, aggravated by teacher insecurity. On the other hand, it was observed that it is also possible to address Astronomy and Astrophysics content in the classroom in a simple way, using accessible materials. Finally, we constructed a didactic proposal, using the Bambuí Astronomical Observatory, to perform a spectrographic analysis of the stars Vega and Betelgeuse, anchored in Delizoicov's three pedagogical moments.