A percepção de alunos sobre o papel e o uso do livro didático de física no ensino médio

Abstract

This work aimed to analyze the role and use of physics textbook in high school, taking as reference the memories that students kept about this teaching resource. Data were obtained from two groups of first year students in Physics from a public university in Brazil, because for the most part they recently completed high school and, in principle, have an affinity with the discipline of physics. The survey instrument was designed with open and closed questions, divided into six blocks with questions that allowed to characterize the respondents and obtain information on the studies undertaken on the books which they had access during their schooling, as well as about the Brazilian distribution programs of textbooks. The questionnaire was adapted of an instrument used by Silva (2012) in his Msc dissertation and questions were designed so that it was possible to identify the relationship established by the student with the textbook used in physics during high school. Of the thirty-six students who answered the questionnaire, eighteen studied in a public school in the period from 2009 to 2012, and of these, on average thirteen used the Physics textbook distributed by National Textbook Program (PNLD). It was possible to verify the dominance of traditional teaching in schools attended by respondents, with frequent references to the use of the blackboard, lectures and solving exercises, with little use of the textbook in and out of the classroom. Nevertheless, the students had a positive view about the textbook, considering that the majority pointed out many positive aspects of their use, emphasizing the importance of the role of teachers to articulate and encourage the use of Physics textbook. It is concluded that it not only the distribution of books in schools is necessary, but also stimuli, conditions and workshops that prepare teachers to use them in their teaching activities with students.