Emaranhamento e não localidade em mecânica quântica: uma abordagem via metodologia POE e instrução entre pares

Abstract

In 2025, the United Nations declared the International Year of Quantum Science and Technology, marking the centenary of the mathematical foundations of quantum mechanics. This raises an important question: is it possible to teach advanced QM topics to high school students without relying on the complex mathematics typically found in higher education? Although some Chemistry topics taught at the high school level are, to some extent, related to quantum mechanics, our proposal aims to introduce modern and rarely explored quantum concepts at this educational level. In this work, we present a proposal for a didactic sequence — as well as the results of its application — that will address, in an introductory manner, concepts associated with quantum entanglement and nonlocality, such as superposition, Dirac notation, wave function collapse, and the breakdown of causality. This didactic sequence will employ two methodologies: Predict, Observe, and Explain (POE) and Peer Instruction, based on cognitive conflict. Simulators will be used as teaching resources to facilitate understanding. We expect that this sequence will contribute to the broader inclusion of such important, yet generally underexplored, topics in basic education, especially considering that many current — and certainly future — technological advances are grounded in the concepts of quantum theory. The objective of this study is to contribute to the teaching of contemporary physics topics in high school by proposing a more accessible approach to quantum mechanics, particularly regarding mathematical complexity, formal notations, and the high degree of abstraction characteristic of the theory, while integrating these topics through simulators and methodologies that actively engage students in knowledge construction. The aim is to contribute to the integration of essential, yet often neglected, quantum topics into basic education, recognizing that many current and future technological advances are rooted in quantum theory. By proposing a more accessible approach to QM — especially regarding its mathematical and abstract challenges — we seek to support contemporary physics education in high school through methodologies that promote active student engagement in knowledge construction.