O olhar científico nos paradidáticos: uma análise nos livros em escolas públicas de Manaus no ensino fundamental I

Abstract

This research work carried out under the PPGECH-UFAM, in line 1- Theoretical-methodological perspectives for the teaching of Human Sciences, brought as a problem to understand about the importance of reading with paradidactic books in school for scientific knowledge and reader training, that is, the use of alternative texts, other than school textbooks, those that comply with the school curriculum in planning, but texts that can be worked on separately from these contents with contributions to the contents of the curriculum, such as paradidactics. we envision in this research as a general objective: to analyze the scientific contributions of paradidactic books available in the libraries of two public elementary schools I, in the central-south zone of the municipality of Manaus - Amazonas (Brazil), unfolding in the specific objectives to investigate the schools of paradidactic books that exist in libraries, for scientific dissemination to students; To identify the use of textbooks by teachers in their classes and to investigate with elementary school teachers, the possibility of exploring common knowledge and combining scientific knowledge in the classroom, using textbooks, to meet the research objectives we resorted to in the methodology the exploratory research, with a qualitative approach having as method the case study, it was still used the bibliographical research, as application instruments we used the proper questionnaire and semi-structured interview. The participants of this research were 14 (fourteen) teachers from the 4th and 5th grades of two public schools, who participated voluntarily and anonymously, being 03 (three) male and 11 (eleven) female, aged between 30 to 50 years. The results obtained point to the importance of bringing knowledge about textbooks to school for scientific knowledge and interdisciplinarity, we observed in the research the fact that teachers do not understand what textbooks are as reported by teachers about not having books for their discipline or even who were not trained to use textbooks. As a conclusion, we can say that the objectives were achieved by the contribution of new scientifically systematized knowledge about the understanding of the use of paradidactic books in elementary school. We conclude this work positively for the opportunity to present this tool to teachers as a contribution to the teaching of scientific knowledge to children, as a didactic tool in their teaching activities. Further research in the area may provide new scientifically systematized knowledge on the subject, in order to contribute to the improvement of teaching quality indicators in a broad sense.