2025-09-242025-09-242025-09-242025-06-02REZENDE, Nelson de Oliveira. Modelando o ensino de circuitos elétricos simples à luz da teoria de registros de representação semiótica de Raymond Duval. 2025. 166 p. Dissertação (Mestrado Nacional Profissional em Ensino de Física) – Instituto Federal de Educação, Ciência e Tecnologia do Amazonas, Campus Manaus Centro, Manaus, 2025.http://repositorio.ifam.edu.br/jspui/handle/4321/1746With a normative character, on December 20, 2017, the National Common Curricular Base (BNCC) was enacted, with the main objective of providing public and private education networks and institutions with a minimum curriculum that every student should know by the end of basic education. In addition to these and other curricular changes, the base also brought another set of pedagogical proposals to be innovative by teachers in the classroom. One of these changes involves technological transformations. We therefore observe that the use of Digital Information and Communication Technologies (DICT’s) in education has become an emerging theme. Given this macro scenario, this led us to ask the following question: Is it possible to understand the concepts necessary for building simple electrical circuits using computer simulations as a tool, relating them to real electrical circuits, through a didactic sequence implemented from the perspective of Raymond Duval's Theory of Semiotic Representation Registers? This study aimed to answer this question by developing and applying a structured teaching sequence based on the progression of semiotic registers applied to the construction of simple electrical circuits using the NI Multisim software environment. In this study, we employed a collaborative teaching strategy based on the use of different registers of semiotic representations, mobilizing them and verifying whether the gaps between registers of representations of the same object influenced a better understanding of essential concepts for the construction of these circuits. We highlighted the importance of coordinating the different types of languages present in the teaching of Physics, be it symbolic, algebraic, oral or written, demonstrating the relationships involved and their emotions. This led us to conclude that the teaching of Physics, be it through expository classes, experiments, computational models, active methodologies, etc., should be developed based on the evolution of these registers.Acesso AbertoFísica - ensinoCircuitos elétricosSimulações computacionaisSemióticaCNPQ::CIENCIAS EXATAS E DA TERRA::FISICA::FISICA GERALDissertação