2026-08-252026-08-252026-07-22OLIVEIRA, Meyrilene dos Santos de. Integração entre simulação, experimentação e gamificação no ensino de circuitos elétricos: uma sequência didática em contexto inclusivo. Orientador: Cledson Santana Lopes Gonçalves. 2026. 65 f. Trabalho de Curso (Licenciatura em Física) – Faculdade de Física, Campus Universitário de Salinópolis, Universidade Federal do Pará, Salinópolis, 2026. Disponível em: https://bdm.ufpa.br/handle/prefix/10002. Acesso em:.https://bdm.ufpa.br/handle/prefix/10002The teaching of electric circuits presents recurring conceptual difficulties in high school due to the abstract nature of the phenomena involved and the need to articulate different representations of physical knowledge. In cognitively heterogeneous classrooms, this challenge also requires practices that broaden students’ opportunities for participation. This study analyzed the potential of a multisensory teaching sequence for conceptual learning, engagement, and participation in the teaching of electric circuits within an inclusive context. This applied study adopted a qualitative, exploratory-descriptive design and was conducted at a public state school with eight high school students, four of whom had a formal diagnosis of AttentionDeficit/Hyperactivity Disorder (ADHD). The intervention comprised three stages: virtual simulation using the Circuit Construction Kit from the PhET platform; circuit construction with conductive dough; and the “Electric Maze” game developed with Arduino. Data were produced through participant observation, field notes, a reflective questionnaire, and photographic records and analyzed according to three axes: conceptual understanding; engagement and initial processes of action monitoring and adjustment; and pedagogical mediation and accessibility. The results revealed evidence of conceptual construction and reorganization, peer cooperation, task persistence, and revision of actions in response to errors and feedback. It is concluded that the progressive organization of the activities, combined with teacher mediation, broadened opportunities for learning, engagement, and participation in the context investigated.Acesso AbertoEnsino de circuitos elétricosEducação inclusivaAprendizagem significativaMultissensorialidadeTDAHElectric circuits teachingInclusive educationMeaningful learningMultisensory approachADHDCNPQ::CIENCIAS HUMANAS::EDUCACAO::ENSINO-APRENDIZAGEMTrabalho de Curso - Graduação - MonografiaAttribution-NonCommercial-NoDerivs 3.0 Brazil