A cultura pop como facilitadora da aprendizagem significativa de ciências

Abstract

This dissertation investigated the use of pop culture as a pedagogical tool in Science education, based on David Ausubel's Theory of Meaningful Learning and Marco Antônio Moreira's critical contributions.The research was conducted through Potentially Meaningful Teaching Units (PMTU), applied to high school students in a public school in Goiás, focusing on the scientific method and parasitology themes.The anime Dr. Stone and the series The Last of Us were used as central resources to address scientific concepts and promote reflections on the relationship between science, society, and ethics. The activities were designed to explore prior knowledge, encourage collaboration, and contextualize experimental practices in a playful and accessible way. The analysis of the results indicated that thePMTUs fostered critical meaningful learning but also revealed challenges, such as the mechanical reproduction of answers in assessments. Based on the findings, two activity workbooks we redeveloped to complement each other in addressing scientific topics, integrating cultural elements into the students' sociocultural reality. The final material reinforces the relevance of dynamic pedagogical practices, promoting engagement and the development of critical and reflective citizens.