Abstract:

The discipline of physics is seen as the great villain of disapprovals between high school students. Among the diagnosed problems as the difficulty of students to learn the discipline, is how physics has been worked by teachers in schools and the difficulty with math. The aim of this work is to share an experience realized with students from 1st. Year of High School, during physics classes through the preparation and use of educational games and audio-comic by the students themselves, involving the contents worked during the school year (Cinematics, Vectors, Dynamics, Statics and Conservation of energy).
Besides the content review, special attention was asked about the possibility of the game being used by students with visual impairments. The games made classes more challenging, improved learning content and allowed greater interaction of students with visual impairments. The didactic material has become large propellant of teaching-learning process and social inclusion among students.

Keywords:

Physics education, social inclusion, education and learning.