Abstract
The photoelectric effect is an abstract phenomenon that is difficult to observe and understand by students, creating an obstacle to their learning. The photoelectric effect consists of the ejection of electrons from a material exposed to a certain frequency of electromagnetic radiation. The packets of light, called photons, transfer energy to electrons. If this amount of energy is greater than the minimum energy needed to pull out the electrons, they will be pulled from the surface of the material, forming a photoelectron current. This article aims to describe the development, application and evaluation of a proposal for a didactic sequence in a high school class to teach the photoelectric effect, using the History of Science as a knowledge building tool. The strongly technical tradition in the field of Physics is reflected in the initial teacher training, making the learning process mechanistic, led to study and understand only what can be measured. However, the process of teaching physics is a human activity and needs to be analyzed from this perspective. This is the great relevance of approaches with a historical, philosophical and social bias in understanding science not as an entity that knows the whole truth, but as something that has been built over time in the most different possible ways, being subject to changes over time. of new discoveries.
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