Atividades lúdicas com o conteúdo energia para o sexto ano do Ensino Fundamental de uma escola pública de Boa Vista - Roraima, com aporte na teoria de Ausubel

This research mainly used the process of assimilation of the Theory of Meaningful Learning by David Ausubel and intended to answer how the use of potentially significant materials, in the energy part in Science classes, can favor signs of meaningful learning for students. The methodological procedures involved descriptive, qualitative and participatory research. The data collection instruments were observation, pencil and paper activities, construction of games with alternative materials, diagnostic questionnaire, half structured interview with the teacher of the field room, registration in a field and photographic diary. A didactic sequence was developed using essential elements for the development of the intervention, which were: the identification of subsumers, the use of previous organizers, potentially significant material, progressive differentiation and integrative reconciliation, as well as the types of learning. The results indicated evidence of significant learning, active participation of students in activities and in the report of their experiences and observations of daily life. Keywords: Theory of Meaningful Learning. Ludic. Science teaching. Elementary School II. Energy.