A Física nos livros didáticos de ciências adotados na rede estadual do Paraná: uma análise dos conteúdos de eletricidade sob a ótica da BNCC

Abstract

In the last decade, there have been intense debates about revising the basic education curriculum, culminating in the drafting of a document that outlines the competencies to be developed by students at the end of each stage of education in various areas of knowledge: the National Common Core Curriculum (BNCC). Based on this reference, each state formulated its own curriculum, seeking to meet the precepts of the BNCC, considering its regional particularities. In 2020, the new curriculum was implemented for all nine years of elementary school. As a result, there have been substantial changes in the subject of Science with regard to Physics knowledge, with a significant increase in both the topics covered and their distribution over the years. Despite the changes in the basic education curriculum, as of 2020, no changes have been implemented in the initial training of teachers responsible for teaching science, which, in general, still has shortcomings in relation to physics content, often limited to kinematics and dynamics topics. One resource available to teachers to support them in their studies and in preparing lessons is the textbook, which, in line with the BNCC, has also undergone reformulations in its organization, as evidenced in the 2020 edition of the National Textbook and Teaching Material Program (PNLD). Based on what has been said só far, the general objective of this work was to analyze the Electricity content presented in PNLD 2020 Science textbooks for the 6th to 9th grades of elementary school adopted in the state of Paraná, as well as its potential to meet the specific competencies of Nature Sciences for Primary School, based on the specific skills of the area proposed by the BNCC. These contents were qualitatively analyzed according to criteria that sought to identify the theoreticalmethodological aspects, their relationship with the competences proposed by the BNCC and the didactic structure of the work. In addition, the current collection was compared with the previous one, approved in the 2017 PNLD, prior to the approval of the BNCC, and the curriculum guidance document previously adopted was also analyzed in comparison with the current one. It was noticed that the most recent teaching collection, from the PNLD 2020, has a greater number of Physics topics distributed throughout the four volumes, compared to the previous collection, which restricted Physics content almost entirely to part of the 9th grade volume, covering various areas of Physics. The current organization of content is in line with the current curriculum adopted for these years of elementary school.