Uma análise das abordagens desenvolvidas em livros didáticos sobre os conteúdos escolares “área” e “perímetro”

Abstract

The textbook makes a significate roll in the educational process, especially in Brazil, where the use of this book at classroom, is promoted by state public politics, using the Didactic Book Nacional Program (DBNP). The importance of textbook in the educational programs led us to an investigation that the aim is to analyze and discuss how the scholar contents Area and Perimeter are development by mathematic textbooks distributed by DPNP (PNLD in Brazil). The Area and Perimeter contents choice was done because the geometric quantities construction process usually is developed at schools by satisfactory way, making appear, among students, some difficulties linked to understanding and manipulation of definitions and concepts, confusing between different definitions and the formula mechanic use. We optioned by the quality methodology perspective, by the bibliographic analyze. To analyze the textbooks, we use an Analyze Frames set that has the presentation of collected data list in each volume that was analyzed in the research. From the textbook Analyze Frame composition of each volume that was studied, it were formulated fragments (examples, activities) of the selected contents, making reflections and critics based in Mathematic Educational researchers as: Geronimo and Franco (2005), Caraça (2002), VanCleave (1994), Ponte and Serrazina (2000), Clements and Stephan (2004), Nunes (1997), Kamii and Clark (1999), Cavanagh (2008), Baltar (1996 apud BALDINI, 2004) and Chapell and Thompson (1999). From the material that was studies, we conclude the textbook is an instrument that can facility the teacher practice, but can´t be considered the unique support material. Because even through evaluations of DBNP, was possible to verify failures that couldn´t happen at the Area and Perimeter conceptualization, even at associated contents linked to study object, inadequate illustrations and limited exercises that depend from teacher´s knowledge to the concepts and proceedings that were development using the correct way, possibly implicating the Area and Perimeter teaching.