Análise crítica de livros didáticos aplicados ao ensino de química, uma perspectiva para o ensino médio

Abstract

One of the major bottlenecks in Chemistry Teaching is to implement the articulation between theory and practice based on the structuring of textbooks. Ideologically, books should contemplate the relationship between concepts and everyday life, to give meaning to learning, making the curriculum component more attractive and less difficult. The purpose of this study was to critically and meticulously analyze three textbooks that are applied in high school in Chemistry Teaching from a perspective of meaningful teaching and learning. Therefore, the problem that guided this study was to understand how it is possible to relate theory to practice in Chemistry Teaching for meaningful learning based on what the textbooks present. The curricular and interdisciplinary guidance as well as the challenges faced, briefly presented in this study, was a contribution to the discussions on the training of Natural Sciences teachers, and on the processes that enhanced their training, in this case Chemistry Teaching. The methodology used was bibliographical research through authors who deal with the subject in question through scientific articles, on digital platforms and in legislation. The research was comparative between three textbooks used in public schools in the city. It was found that one of the greatest challenges in teaching Chemistry is to establish links between school knowledge and the students' daily lives. For this, it is necessary to contextualize the teaching contents in the reality experienced by students, in order to give them meaning and thus contribute to meaningful learning. It is believed that the use of the textbook in the classroom helps the teacher in his planning, suggests ways and logical sequences of learning, it is a support for the teacher to avoid gaps in the presentation of the content, being able to innovate in the teaching strategies. In the analysis of the books, it was found that they are generally good, each one with its specificities, however, they do not satisfactorily contemplate the reality of Rural Education.