2025-09-252025-09-252025-09-17BRABO, Rosana de Alfaia. Proposta de sequência para o ensino de hidrostática utilizando experimentos industriais. Orientador: Elder Augusto Viana Mota. 2025. 33 f. Trabalho de Curso (Licenciatura em Física) – Faculdade de Ciências Exatas e Tecnologia, Campus Universitário de Abaetetuba, Universidade Federal do Pará, Abaetetuba, 2025. Disponível em: https://bdm.ufpa.br/handle/prefix/8612. Acesso em:.https://bdm.ufpa.br/handle/prefix/8612The present study investigates the teaching of hydrostatics through the integration of industrial experiments to demonstrate buoyancy (Archimedes' Principle), the pressure-depth relationship (Stevin's Law), and pressure transmission (Pascal's Principle). This serves as the basis for a didactic guide designed to bridge the gap between conceptual abstraction and technological applications in high school and, where relevant, in higher education, addressing the persistent difficulty teachers and students face in connecting theory with practice. The general objective was to create replicable, sequence-oriented instructional materials. The specific objectives were to develop three experimental guides with detailed procedures, propose active learning methodologies to promote student participation, and provide clear instructions for classroom reproduction, culminating in a sequence that progressively links the three phenomena. Methodologically, this was an applied research study using calibrated laboratory equipment and following standardized protocols: In Experiment 1 (Archimedes), force readings were taken with the body in the air and fully immersed, and the initial reading was restored by replacing the displaced liquid volume. In Experiment 2 (Stevin), depth was varied in 5 mm increments, and gauge pressure was recorded to construct a P×Δh graph. In Experiment 3 (Pascal), piston diameters were measured, areas were calculated, and the transmission and necessary force for a target pressure were determined, also integrating the principle of energy conservation. The results showed that in the Buoyancy experiment, there was an apparent reduction in weight when the cylinder was immersed, with a value of E=0.41 N, and the initial reading returned after filling the transparent cylinder. In the Stevin experiment, the measurements produced a linear relationship between pressure and depth, with a slope coefficient of approximately 9470.4 N/m³, which is close to the specific weight of water (≈ 9810 N/m³), with the difference attributed to experimental uncertainties. In the Pascal experiment, the diameters of 14.6 mm and 19.5 mm yielded areas of A1≈1.68×10⁻⁴ m² and A2≈2.99×10⁻⁴ m², resulting in a transmission ratio of ≈ 1.77. For a target pressure of 0.6 kgf/cm² (5.88×10⁴ N/m²), F1≈17.5 N was obtained on the smaller piston, confirming a mechanical advantage and the inverse relationship between force and displacement. In conclusion, the proposal successfully provides a robust, replicable didactic guide aligned with teaching practices, making the concepts of pressure, density, and buoyancy observable. This strengthens student engagement and conceptual understanding. The developed sequence proves effective in contextualizing hydrostatics in everyday life and industrial processes, supports active learning with explicit treatment of uncertainties, and provides pedagogical tools that enhance practical classes, thereby enabling a more solid and interdisciplinary scientific education.Acesso AbertoHidrostáticaEnsino de físicaRoteiro didáticoExperimentos industriaisHydrostaticsPhysics teachingTeaching planIndustrial experimentsCNPQ::CIENCIAS EXATAS E DA TERRA::FISICATrabalho de Curso - Graduação - MonografiaAttribution 3.0 Brazil