Física moderna e contemporânea e cultura: uma análise dos livros didáticos do PNLD 2015

Abstract

This work presents the results of a research whose general objective was to identify how the relations between the cultural aspects and the contents of Modern and Contemporary Physics are presented in the textbook approved in the National Textbook Program (PNLD) of 2015. Although the contents of Modern and Contemporary Physics are not present as structural content of the contents of the State Basic Curricular Guidelines of the State of Paraná, they appear briefly as a complement to the contents of Electromagnetism. Predominantly, the Physics taught in the schools gives a greater prominence to the contents of Classical Physics, not following the technological advance of the last decades and its relations with the developments of Modern and Contemporary Physics. However, there are works that seek to present ways of inserting Modern and Contemporary Physics in the classrooms of the High School, thus approaching School Physics to the understanding of the technological equipment that students use or have knowledge in their daily life. In this sense, it is necessary to understand the role of textbooks in the teaching-learning process, especially in relation to their cultural function in public schools in Brazil. Thus, to identify the main examples that characterize the cultural approach of the contents of Modern and Contemporary Physics in textbooks, an analysis of the books approved in PNLD2015. Highlights, the constructed data were categorized through the identification of more recurring functions and as possibilities of developing an approach focused on students' daily lives. As results, we obtained a reflection on the functions of the textbook presented by Choppin, especially the ideological and cultural function complementing with an analysis on the presence of contents in High School according to the text presented by the official documents. As results, we obtained a reflection on the functions of the textbooks presented by Choppin, especially the ideological and cultural function complementing with an analysis on the presence of contents in High School according to the text presented by the official documents. The results were obtained through a bibliographical analysis and a content analysis of the books approved by the announcement of PNLD2015. In the results, we present a categorization of cultural relations that were identified in the analysis. These categories help to understand the approach of the content to the daily life of the students, so that it helps in the motivation of the students and facilitates in the understanding of these. The dominant presence of Classical Physics in high school is notorious, so it is necessary to identify the reasons for this and for which reason Modern and Contemporary Physics has more difficulties to be inserted in the school culture.