Contextualização, práticas educativas e o livro didático no ensino de química

Abstract

The Federal Government, through the National Plan of the Textbook (PNLD) 2015-Química, uses several factors for a selection and choice of textbooks (LDs) to be distributed in the country to public school students, and the regionalization of teaching is one of these criteria. Considering that LD is the main didactic tool used by teachers of basic education, it presents a fundamental role in the choice and evidence of the contents to be approached in Chemistry classes. The present research investigates the teacher-LD relationship, aiming to understand how / if chemistry teachers use LD LDCs approved in PNLD 2015, especially regarding the approach of the regional context - especially the Amazonian one, as well as the criteria that influence the choice of this material; the LD-student relationship is also investigated with respect to how / if they use this instrument inside and outside the classroom; the research investigated the four collections of LDs approved in the PNLD-2015 regarding the contextualization and possibility of approaching situations related to the different regional contexts. Having as object of study the collections approved in the PNLD 2015 and as participants of the research the Professors of Chemistry and students of High School of schools of the public network of the city of Manaus, was used the qualitative research to guide the methodological way; In this way, two research techniques were used: the documental basis analysis with the four collections of the PNLD 2015-Química, the semi-structured interview with the professors of chemistry in exercise that work in the public network of education and questionnaire with teachers and students of high school. In order to analyze the data, the Content Analysis technique was used, which took place in three main stages: the pre-analysis, the exploration of the material and the analysis and interpretation of the results. It is important to emphasize that with the data coming from the analyzes, means such as graphs, tables and percentage were used for their presentation. From the analysis of the materials obtained through interviews with teachers and questionnaires, it is important to emphasize that in general, aspects are reinforced that refer to the views that assume contextualization as a simple example, which does not fit with what is intended of chemistry teaching nowadays. Students, in turn, assume that the main function of LD is linked to the acquisition of conceptual content. In the face of the analyzes, this research contributed to the production of knowledge in the area of Chemistry Teaching in the Northern Region of Brazil, considering the aspects present in LDs that allow the integration of local knowledge in the learning of chemical contents, related to the Relationship between Chemical Knowledge and Daily Life, Relationship between Didactic and Daily Activities, Language and Culture and Cultural Diversity.