Aproximações entre parâmetros, diretrizes e a experimentação no ensino de química: o que nos contam os livros didáticos de química do PNLD 2018

Abstract

The aim of this work is to triangulate theories regarding the approaches of experimentation in Chemistry Teaching, Didactic Books (PNLD 2018 Guide and Collections) and the Education Regulatory Documents (Parameters and Guidelines), proposing a reflection on the formation of the standards that are presented during the Bachelor's degree courses. Chemical kinetics experiments were carried out in three collections (Chemistry - Machado & Mortimer, Chemistry - Martha Reis, Chemistry - Novais & Tissoni) previously selected by the 2018 PNLD, which were chosen before a questionnaire applied to chemistry teachers belonging to Regional Core of Mourão Field Education. After the first cut, we conducted an analysis directed to the role of the teacher and the students, before the script presented, being analyzed before the perspective pointed out by Araújo and Abib (2003), among the approaches for discovery, verification and investigation. As a result, we understand that it is important to rethink the standardizing perspective of training in relation to the didactic resources, since the Didactic Books are presented in research perspectives, as they are diagnosed by the PNLD Guide, but in their analysis, we consider that the activities are different ways in which they fit. Therefore, we believe that it is important to reflect on the "possibility" of textbooks being used as manuals to be followed by teachers. Therefore, it proposes a hybridized reality of the future teacher before the different approaches, going through the different perspectives whenever pertinent.