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The notion of speed is often used by people in their daily activities, one of the formal objects of physics’ study. The concern to find an exact definition for this concept has led many researchers to formulate several theories. Newtonian mechanics proposes the speed as a function of distance traveled in a given time interval (speed = distance / time); since the theory of relativity proposed by Einstein suggests that the speed is defined as a function of time. However, we may ask how this concept is built on the cognitive structures of the subject, that is, the notion of speed is structured individually, or does it depend on time? Are thereother factors that influence the construction of this notion? Thus, this study aims to investigate how to develop the notion of speed in children from seven to eleven years of age, according to Piaget’s Genetic Epistemology, using as a methodology for data collection, his Clinical Method Critical. We believe that with the results of this work, we can understand that the notion of speed has a constructive character in the Children’s cognitive structure, as well as knowledge in general, and only at the end of operative concrete stage the subject is able to argue with safety that concept.

Noção de Velocidade Segundo a Epistemologia Genética de Piaget