Revisão de literatura inovações tecnológicas com mãos biônicas controladas por sinais elétricos cerebrais no ensino de Física

Investigative practical classes are an important and fundamental tool in physics education, as they enable students to become protagonists of their own learning by drawing on prior knowledge, putting into practice what has been learned in theoretical classes, and constructing new knowledge. Physics education in basic education faces challenges related to classroom instruction, abstract content, the lack of contextualization in pedagogical practices, and students’ difficulties in understanding concepts. An important stimulus for enriching demonstrations involves the use of teaching resources aligned with active learning methodologies. In this context, biotechnology emerges as a promising pedagogical tool, particularly when associated with devices that concretely illustrate physical concepts. Among these resources, attention-controlled (concentration-based) bionic hand models stand out, as they enable the simultaneous exploration of physics content within an investigative and practical perspective. The present study aims to analyze, through a non-systematic literature review, the didactic potential of biotechnology in physics education, with an emphasis on basic education. The methodology was based on an exploratory search of scientific articles, books, theses, dissertations, and educational documents, without a defined time frame, prioritizing studies addressing the integration of technology, science, and interdisciplinary practices in the school context. The results indicate that incorporating biotechnological resources, such as bionic hands, promotes active learning, stimulates scientific curiosity, and enhances the understanding of abstract concepts through experimentation and contextualized problem-solving. Furthermore, these practices contribute to the development of cognitive, technical, and socio-emotional skills, promoting a more inclusive and meaningful educational approach in accordance with current guidelines for science and technology education. It is concluded that incorporating biotechnology as a teaching resource in physics education represents an innovative and effective pedagogical strategy, with the potential to transform the classroom into a dynamic, investigative, and interdisciplinary learning environment.