A experimentação nos livros didáticos do programa nacional do livro didático 2018-2020

Abstract

This study is situated in the context of Chemistry education, focusing on the analysis of textbook collections provided by PNLD 2018-2020 in Brazil. The central research problem addressed the effective incorporation of the investigative experimentation methodology in practical Chemistry activities within these collections. Employing a qualitative approach, the research utilized documentary analysis supported by a protocol developed in collaboration with the Center for Studies and Research in Chemistry Teaching at the Federal University of Lavras. The protocol covered various aspects, including pre-laboratory, problem/question formulation, hypothesis development, student questions, systematization, student or teacher manipulation, and content dimensions (factual, conceptual, procedural, attitudinal). Results revealed a notable diversity of pedagogical approaches in the collections, highlighting those adopting an investigative perspective, emphasizing pre-reflection, problem formulation, and hypothesis development. However, other collections presented a mix of characteristics in their activities, and some leaned predominantly towards noninvestigative approaches. Ultimately, the conclusions underscore the urgency of a cultural transformation in Science education, especially in Chemistry, necessitating continuous improvements in educational materials. The textbook is recognized as a crucial source of knowledge, and initial and ongoing teacher training emerges as a key factor. The effective implementation of these changes, supported by continuous and specialized educational policies, is essential for enhancing experimental Chemistry education in Brazil.