<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2179-426X</journal-id>
<journal-title><![CDATA[Revista de Ensino de Ciências e Matemática]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Ensino Ciênc. Mat.]]></abbrev-journal-title>
<issn>2179-426X</issn>
<publisher>
<publisher-name><![CDATA[Universidade Cruzeiro do Sul (UCS)]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2179-426X2023000300108</article-id>
<article-id pub-id-type="doi">10.26843/rencima.v14n3a09</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Ensino de relatividade e a utilização das TDICs: catalisando experiências didáticas no Ensino Médio]]></article-title>
<article-title xml:lang="en"><![CDATA[Teaching Relativity and the use of DICTs: catalyzing didactic experiences in High School]]></article-title>
<article-title xml:lang="es"><![CDATA[Enseñanza de la relatividad y el uso de las TDICs: catalizando experiencias didácticas en la Educación Secundaria]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Alves]]></surname>
<given-names><![CDATA[Aline de Sousa]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Xavier]]></surname>
<given-names><![CDATA[Maria Kamylla e Silva]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Figueiredo]]></surname>
<given-names><![CDATA[Gustavo de Alencar]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="A01">
<institution><![CDATA[,Universidade Federal de Campina Grande  ]]></institution>
<addr-line><![CDATA[Cajazeiras PB]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="A02">
<institution><![CDATA[,Secretaria de Estado de Educação da Paraíba  ]]></institution>
<addr-line><![CDATA[Bernardino Batista PB]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="A03">
<institution><![CDATA[,Universidade Federal de Campina Grande  ]]></institution>
<addr-line><![CDATA[Cajazeiras PB]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>07</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>07</month>
<year>2023</year>
</pub-date>
<volume>14</volume>
<numero>3</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2179-426X2023000300108&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2179-426X2023000300108&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2179-426X2023000300108&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo A utilização das Tecnologias Digitais da Informação e Comunicação (TDICs) no ensino de Física surge como uma abordagem didática que contribui de maneira significativa para a instrumentalização das aulas nessa área do conhecimento. Diante disso, esta pesquisa teve como objetivo explorar o uso do software digital Pixton para a produção de tirinhas digitais pelos estudantes, no contexto do ensino das teorias da relatividade. Esse software foi considerado um material potencialmente significativo para a aprendizagem dos alunos no Ensino Médio. Para alcançar esse objetivo, adotamos uma perspectiva de pesquisa descritiva com abordagem qualitativa. O material produzido foi analisado à luz da Análise de Conteúdo (Bardin, 1977). Os resultados destacam um aumento na curiosidade e no engajamento dos/as estudantes diante dessa metodologia ativa, estimulando a produção textual, o pensamento imagético e o pensamento crítico/investigativo. Isso contribui para a construção de um ambiente educativo potencialmente significativo, promovendo novas formas de aprendizagem.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The use of DICTs in Physics education emerges as didactic contributions that significantly contribute to the instrumentalization of classes in this area of knowledge. Given this, this research aimed to explore the use of the digital software Pixton for the production of digital comic strips by students, in the context of teaching theories of relativity. This software was considered potentially significant material for the learning of these subjects in High School. To achieve this goal, we adopted a descriptive research perspective with a qualitative approach, where the produced material was analyzed in light of Content Analysis (Bardin, 1977). The results underscore a greater curiosity and engagement of students with this active methodology, encouraging textual production, imagery, and critical/investigative thinking, contributing to the construction of an educational environment potentially meaningful for the promotion of new learning.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen La utilización de las Tecnologías Digitales de la Información y Comunicación (TIC) en la enseñanza de la Física se presenta como un enfoque didáctico que contribuye de manera significativa a la instrumentación de las clases en esta área del conocimiento. En este contexto, el objetivo de esta investigación fue explorar el uso del software digital Pixton para la creación de tiras cómicas digitales por parte de los estudiantes, en el marco de la enseñanza de las teorías de la relatividad. Este software fue considerado un material potencialmente significativo para el aprendizaje de los estudiantes de educación secundaria. Para lograr este objetivo, adoptamos una perspectiva de investigación descriptiva con enfoque cualitativo. El material producido fue analizado a través del método de Análisis de Contenido (Bardin, 1977). Los resultados resaltan un aumento en la curiosidad y la participación de los estudiantes frente a esta metodología activa, estimulando la producción de texto, el pensamiento visual y el pensamiento crítico/investigativo. Esto contribuye a la construcción de un entorno educativo potencialmente significativo, fomentando nuevas formas de aprendizaje.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Aprendizagem Significativa]]></kwd>
<kwd lng="pt"><![CDATA[TDIC]]></kwd>
<kwd lng="pt"><![CDATA[Ensino de Relatividade]]></kwd>
<kwd lng="pt"><![CDATA[Tirinhas Digitais]]></kwd>
<kwd lng="en"><![CDATA[Significant Learning]]></kwd>
<kwd lng="en"><![CDATA[DICT]]></kwd>
<kwd lng="en"><![CDATA[Teaching Relativity]]></kwd>
<kwd lng="en"><![CDATA[Digital Comic Strips]]></kwd>
<kwd lng="es"><![CDATA[Aprendizaje Significativa]]></kwd>
<kwd lng="es"><![CDATA[TDIC]]></kwd>
<kwd lng="es"><![CDATA[Enseñanza de la Relatividad]]></kwd>
<kwd lng="es"><![CDATA[Tiras Cómicas Digitales]]></kwd>
</kwd-group>
</article-meta>
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