Física moderna e contemporânea em livros didáticos da educação básica: um contexto de desafios e possibilidades para o ensino

Abstract

The High School curriculum is essential for students to develop skills, abilities and values to live and act fully and responsibly in contemporary society, as conscious citizens of the world in which they live, as highlighted by the documents that regulate and guide teaching in Brazil. Understanding the themes of Physics Modern and Contemporary (FMC) is also a key part of this process. However, research on the teaching of Physics has pointed out, for more than two decades, that the development and scientific production of the 20th century do not go hand in hand with the inclusion of these themes related to FMC in public schools in Brazil. In the midst of these perspectives, mutual efforts (of teachers, researchers, and agencies responsible for education in Brazil) have been carried out in recent decades, aiming at the insertion of FMC themes in EM. In the educational scenario, the importance of textbooks (LD) is highlighted, as these are historically one of the main means of consultation for students and teachers (including in the planning and sequence of classes) and, therefore, play a fundamental role in basic education. Brazilian. In this context, in view of the guidelines present in the texts (legal, normative and academic) for the insertion of FMC topics and the social functions of LD (CHOPPIN, 2004) in the school universe, the idea of analyzing how FMC themes are presented in the LD of Physics approved in the PNLD 2018, in order to understand the thematic paradigms and the subsidies that can guide the teaching practice. The research is guided by the Content Analysis proposed by Bardin (2002) and also by the aspects enunciated in the Theory of Didactic Transposition (TTD) proposed by Chevallard (1991), added to the rules or steps stipulated by Astolfi (1997) that lead a knowledge to become a wise knowledge to be taught, in order to outline important characteristics to be considered for both the elaboration and selection of textbooks. Based on these perspectives, it is concluded that some textbooks have more cohesive elements with the proposal to facilitate a didactic transposition. In which the teacher within the classroom scenario is led to carry out, throughout the academic year, an approach linked to the History of Science, the theoretical and experimental conceptions, as well as minimally the relations between CTSA, in addition to the applications of the FMC themes. in the students' daily lives. In this sense, enabling them to develop competencies and skills expressed in an articulated manner in the BNCC and also necessary for full citizenship in the contemporary and globalized society in which we live.