Caracterização das concepções de ciência e de ensino-aprendizagem presentes nas propostas experimentais nos livros didáticos de física do PNLD 2018

Abstract

This research presents the results of an analysis that aimed to characterize the teaching-learning and Science conceptions of experimental activities proposed by the Physics textbooks according to previously determined characteristics. The research and content developed are important because of the high investment and comprehensiveness of the textbooks distributed by the PNLD, as well as the role that these books play in teaching activity and its potential to overcome some of the structural problems of schools. The purpose of this characterization is to assist teachers in the choice of physics textbooks and, perhaps, those involved in the process of approving textbooks to carry out this activity in a more critical way. For its realization, the pedagogical models proposed by Becker (1994) -directive, non-directive and relational -, the teaching approaches proposed by Mizukami(1986) -traditional, humanist and sociocultural -and the science conceptions proposed by Chauí (2000) -rationalist, empiricist and constructivist. The characteristics of the experimental proposals presented in the physics textbooks analyzed, related toeach design, were inspired by the PNLD 2018 e Edital, and by the works of Araujo and Abib (2003) and Güllich e Silva (2013). After obtaining the results, it was verified that a good part of the Physics textbooks approaches the experimentation in order to emphasize a conception of positivist science and a conception of traditional teaching-learning. It was also verified that the requirements required by the public announcement of the PNLD are only met in part, which suggests a lack of criteria for the approval of the selected books.