Entre o físico e o virtual: a inserção das tecnologias digitais de informação e comunicação no livro didático de química

Abstract

Technological advances change the roles of teaching and learning in the information and communication society. They impose changes and demand the acquisition of new habits and rhythms in the teaching and learning processes. Students who make up the school scene are recognized as digital natives and primarily handle the technological resources of this century. In this context, mobile devices such as smartphones, tablets and wearable gadgets occupy the school space through the digital native, their use has pedagogical potential, but without planning it is directed to usability’s that are often personal rather than pedagogical. On the other side we find the textbook, physical material produced on paper, and which brings together a long and extensive bibliographical review. Its structure dates back to the beginnings of human civilization, changing only the object of study. While digital natives are increasingly associated with technological resources, there is a growing and rapid disinterest in the use of physical textbooks. The lack of innovation, reinvention and the challenge of embracing and being associated with new mobile technologies lead textbooks daily to a path of obsolescence. In this sense, this research aimed to understand how new digital information and communication technologies are inserted and promoted within the scope of Chemistry textbooks approved by the 2018 National Book and Didactic Material Program and distributed to public schools nationwide. The qualitative research was carried out on six Chemistry textbooks from the 1st grade of high school, each book had its chapter dedicated to the study of the periodic table of chemical elements evaluated through content analysis. Through the methodological instruments, it was possible to verify that the insertion and promotion of resources that use mobile devices in the context of the textbooks is practically non-existent, limiting the use of links or indication of some sites with simulators in few sections or in a list in the last pages of the book. Therefore, the educational product resulting from this research is an educational manual that brings together several application proposals from different categories and that can enrich the content evaluated in Chemistry textbooks, not with the objective of replacing them, but to potentiate them.