As concepções pedagógicas presentes nos livros didáticos de física: um estudo sobre o livro didático do PNLD 2015

Abstract

This research presents the results of an investigation that has as goal to develop an analysis instrument for Physics textbooks, having as parameter the pedagogical concepts that they claim to use. The research and the elaborated material are relevant due to the magnitude of the investment and the reach of textbooks distributed by the PNLD, due to the importance that selecting this books have on the educational performance of teachers, and due to the fact that it exists only a few instruments that dialog with its pedagogical action and with the reality of the school. The intent of this instrument is to help teacher on the choosing process of Physics textbooks. In order to elaborate it, this researched was based on the pedagogical conceptions proposed by Saviani (2013): Traditional Pedagogy, New School Pedagogy, Productivist Pedagogy and New-Productivist Pedagogy. The instrument was organized in blocks and the questions that they are made of were elaborated based on the instructions on the PNLD notice and in the Textbook Guide for teachers. Applied to Physics textbook of the 2015 PNLD edition, the results obtained by the application of the instrument show aspects that differentiate themselves, and, mostly, the books organization was predominantly ruled by a Traditional Pedagogy conception. As complementary to the elaboration of the instrument, an analysis of a research about the academic life of Physics textbooks authors was performed aiming to find a relation between his or her formation and the influence that it could have on de pedagogical concept chosen for the textbook. The instrument also allowed to notice that textbook tend to standardize, mostly, due to the pre-requisites demanded by notices, in order for the book to be approved on the evaluation.