A interdisciplinaridade em livros didáticos de ciências para os anos iniciais recomendados pelo PNLD

Abstract

The study here reported starts from the importance of interdisciplinary work to the achievement of the objectives of school scientific education. In this process, it highlights the role of textbooks, since they are the main resource used by teachers to develop their classes. The research analyzed the Didactic Collection "Human and Nature Sciences - Project Buritti Ciências (2014)", recommended by PNLD-Sciences of 2016, seeking to understand how the collection proposes to overcome the fragmentation of school contents in the search for scientific literacy in the early years of the elementary School. The study is of bibliographic nature and analyzed all volumes of the aforementioned Collection, through the technique of content analysis (BARDIN, 2011). The data indicate that there is integration between the areas of knowledge to which the Collection has proposed: Natural Sciences and Human Sciences. It was verified that the presence of Biology, as well as of Geography, History, Portuguese Language and Arts, is emphasized until the volume of the 3rd. year. In the last two volumes, from the 4th. And 5º. Year, the presence of these disciplines remains, however, weakening, broadening the dialogue within the area of Natural Sciences, with the disciplines of Physics and Chemistry. In the integration between the areas of knowledge proposed by the collection, we observed that the participation of the students is reduced, through activities carried out mainly individually or in small groups. There is an emphasis on bibliographic thematic studies, data identification and reporting of results. Conclusively it is possible to affirm that the collection is sensitive to the importance of the integration between the areas of knowledge, notably Natural Sciences and Human Sciences, in view of the contribution that it makes possible to the success of scientific literacy in the initial years of schooling. However, the study needs to continue, in order to better identify if the proposed integration is properly characterized as an interdisciplinary approach, from the point of view of its epistemological and educational assumptions, or other integration modalities.