O USO DE OBJETOS VIRTUAIS DE APRENDIZAGEM NO ENSINO DE FÍSICA: UMA REVISÃO NARRATIVA

Abstract

The teaching of Physics often presents difficulties related to conceptual abstraction and the predominance of traditional methodologies centered on the memorization of formulas, which may compromise meaningful understanding of content and student engagement. In this context, Virtual Learning Objects (VLOs) emerge as didactic resources capable of expanding pedagogical possibilities through simulations, interactive visualizations, and virtual experimentation. This article aims to understand how VLOs have been used in Physics teaching within the Federal Institutes, identifying the main resources employed, their pedagogical characteristics, and their contributions to teaching and learning processes. To this end, a narrative literature review was conducted based on the analysis of academic productions that address the application of these digital resources in educational contexts. The results indicate that VLOs favor the visualization of physical phenomena, stimulate students’ active participation, and contribute to the construction of more meaningful learning, especially when integrated with pedagogical strategies that value investigation and interaction. It is concluded that the critical and planned use of these resources can enhance Physics teaching in the Federal Institutes, contributing to more dynamic and contextualized educational practices aligned with the contemporary demands of scientific and technological education.