Uma abordagem conceitual e didática no estudo de noções gerais de termodinâmica

Abstract

The teaching of Physics, at different educational levels, has historically been marked by the dissociation between its conceptual and mathematical aspects. The excessive emphasis on the algorithmic resolution of problems, to the detriment of understanding the underlying physical principles, compromises the formation of an integrated view of phenomena. This scenario is particularly evident in the teaching of Thermodynamics, a fundamental area of Physics that, despite its relevance, is still approached in a predominantly mechanized and unintuitive way. This work aims to propose a conceptual and didactic approach to the teaching of Thermodynamics, based on the theoretical structure presented by Herbert B. Callen in Thermodynamics and an Introduction to Thermostatistics. The methodology consisted of a theoretical and bibliographical analysis of Callen's work, highlighting his fundamental postulates and the systematic formulation of thermodynamic relations, seeking to translate them into a pedagogical context accessible to undergraduate Physics courses. The results of this analysis point to the feasibility of integrating Callen's rigorous formalization with didactic practices that value conceptual clarity and meaningful learning. It is concluded that this approach contributes to overcoming mechanistic views in the teaching of Thermodynamics and promotes a comprehensive understanding of its structuring principles.