This article presents a workflow for virtual reality application with multiple users in face-to-face architecture classes. The problem posed is that the application of collaborative VR (with interaction through avatars) in physical classrooms is still little discussed. Thus, the work suggests that the immersive tool is integrated with the others already commonly used in the daily life of disciplines, such as photographs, videos, technical plans, among others, so that there is flexibility and ease to switch between common and immersive classes, without the need to leave the physical room. Methods include bibliographic review and preliminary experiences of authors with VR in the teaching of architecture. The results indicate a 5-step flow demonstrating how to apply VR in the college classroom.

Agradeço inicialmente aos meus pais, Erasto e Cacilda, que sempre me apoiaram e deram toda forma imaginável de suporte para a minha formação. À Patricia pelo companheirismo, dedicação, leitura crítica e, principalmente, inspiração em meu trabalho. Ao meu orientador, Prof. Dr. Luís Paulo de Carvalho Piassi, por demonstrar que o ensino de ciências, a linguística e os Estudos Culturais dialogam e proporcionam reflexões que se complementam, pelas suas contribuições críticas, suas reflexões, sugestões e, finalmente por ter aberto as portas para a realização deste trabalho.

The incorporation of elements from the student's first culture into the teachinglearning process was supported by the French pedagogue Georges Snyders (1988) in his book "La joie à l'ecole". This research contributed to this interface, by identifying in the discourse of rock 'n' roll songs textual elements that allow reflections on the conceptual, epistemological and sociopolitical framework of space exploration. The object of study in this work are songs from the 1960s and 1970s, which have representations about astronomy and space missions. The use of rock was justified by the fact that the theme of space exploration is present in the work of several artists of this music genre, allowing reflection on the conceptual, epistemological and sociopolitical level on science, technology and their relationship with society and the environment. In addition, we found that both rock and space missions were cultural phenomena that depended on the advances of technology and science. These songs were selected from the various genres of rock and analyzed taking into account semiotic and discursive references. The activities were applied in formal education settings-high school and higher education-in continuing professional development of teachers and non-formal school projects. In the teaching-learning process, activities were developed involving commented lyrics reading, which aimed at identifying in the lyrics, melody and harmony aspects that evidenced a critical discourse about science and its relationship with society and the environment. These activities encompassed three categories: Development, Implementation and Analysis. These steps were articulated based on the sociocultural theories of Vygotsky (2001), Snyders (1988) and Freire (2013).

O uso da imaginação no ensino de Física poderia ser um dos recursos mais utilizados na prática da Física Moderna, especialmente porque na própria concepção de algumas hipóteses dessa área, observa-se o uso de idealizações. Pesquisas em Ensino de Física, sobre o uso didático de Experimentos de Pensamento, sugerem que essas experiências elaboradas no imaginário podem ser úteis na aprendizagem de fenômenos difíceis de serem observados em condições de laboratório físico. Assim, buscaremos neste artigo analisar algumas características destes experimentos teóricos, de forma que possamos aplicá-lo como um instrumento em potencial ao ensino de Física, de modo a criar um senso crítico sobre realizações experimentais, além da percepção e do raciocínio lógico que eles podem demonstrar.Palavras-chave: Experimentos de Pensamento; Física Moderna; Ensino de Física.

This article presents the theoretical and methodological aspects of the activist science and technology education practices of a Brazilian outreach initiative known as Science Stand. This learn-by-doing program is designed to connect science and technology to current global socio-ecological issues – such as animal rights, gender (in)equality, and climate change – through interactive activities created and performed by university students in public spaces located in marginalized communities in the Greater São Paulo Area (Brazil). In addition, we introduce several testimonies from project volunteers that support our argument concerning the role of science activism in advocating gender equity in science, fostering hope in the possibility of socio-ecological change, and promoting the democratization of science through widespread knowledge dissemination.