2026-08-042026-08-042026-07-27QUARESMA, Fábio Amaral; FEIO, Wilson de Sousa. O ensino da eletrização na análise metodológica teórico-experimental com o gerador de Van de Graaff. Orientador: José Francisco da Silva Costa. 2026. 54 f. Trabalho de Curso (Licenciatura em Física) – Faculdade de Ciências Exatas e Tecnologia, Campus Universitário de Abaetetuba, Universidade Federal do Pará, Abaetetuba, 2026. Disponível em: https://bdm.ufpa.br/handle/prefix/9816. Acesso em:.https://bdm.ufpa.br/handle/prefix/9816The study demonstrates the feasibility of applying the meaningful learning methodology to the teaching of electrization through the Van de Graaff generator, highlighting the importance of contextualization and experimentation in Physics education. A questionnaire was administered to basic education students who had never had access to laboratories or experimental activities, reinforcing the need for practices that bring theory closer to everyday life. The general objective is to understand and validate David Ausubel’s theory of meaningful learning, using the Van de Graaff generator as a theoretical–experimental resource for studying the types of electrization, emphasizing phenomena present in daily life, such as electrization by friction, contact, and induction, as well as natural phenomena such as lightning formation. The methodology was based on a contextualized theoretical approach combined with experimentation using the generator, allowing students to observe physical phenomena in a concrete way. The results show that experimentation increased students’ interest, facilitated the understanding of concepts, and promoted active participation during classes, producing statistically significant improvements in almost all evaluated indicators, with expressive increases in interest (+18 p.p.), perceived ease (+39 p.p.), and understanding of physical phenomena (+49 p.p.). Z-tests confirm that these improvements did not occur by chance, presenting very low p-values, especially in understanding and experimental experience. Overall, the results demonstrate that integrating theory and practice with the Van de Graaff generator transforms students’ perception, engagement, and learning in Physics. It is concluded that the theoretical/experimental methodology with the Van de Graaff generator is effective in promoting meaningful learning, making the teaching of electrization more accessible, motivating, and contextualized.Acesso AbertoAprendizagem significativaEletrizaçãoMetodológica teórico-experimentalGerador de van de graffMeaningful learningElectrizationTheoretical–experimental methodologyVan de graaff generatorCNPQ::CIENCIAS EXATAS E DA TERRA::FISICATrabalho de Curso - Graduação - MonografiaAttribution-NonCommercial-NoDerivs 3.0 Brazil