2023-08-312023-08-312023-08-312023-06-15https://repositorio.ifal.edu.br/handle/123456789/299This present work is a qualitative bibliographic research and aims to highlight the deficiencies in Physics Teaching for the high school level, evidenced in some national publications, especially regarding the experimental practices. Thus, based on the research carried out, it was found that there is a certain lack of interest on the part of students regarding the subject of Physics in public schools, which is pointed out by several authors. Some of them state that the factors contributing to this deficiency range from teacher training to students' difficulties in understanding the subject, to the need for public educational policies that promote better working conditions for teachers. Therefore, a direct consequence of the problems raised is an evident prejudice in the teaching-learning process of Physics since many students show a lack of affinity and motivation towards this subject. In this perspective, the conceptual framework of Ausubel's significant learning is highlighted, taking into consideration the importance of organizing the time of the classes with space for the students to show the knowledge already acquired about the contents discussed in the classroom. It is understood that the importance of participation and interaction of students is part of a learning with quality because it stimulates discoveries and creativity. Moreover, throughout this work was also emphasized the importance of experimental practices in Physics, the problems encountered that make it impossible to perform them and the possible solutions to such problems.Acesso AbertoEnsino de FísicaPráticas experimentaisProcesso ensino-aprendizagemPhysics teachingExperimental practicesTeaching-learning processTrabalho de Conclusão de CursoCIENCIAS EXATAS E DA TERRA