Obstáculos epistemológicos em livros didáticos de Ciências (PNLD 2020): um olhar para a temática vida e evolução

Abstract

The research theme is relevant in view of the importance of maintaining a certain permanent epistemological vigilance in the instruments used by science teachers in the classroom and the development of scientific knowledge. According to Bachelard, in order for truly effective learning to occur, it is necessary to present students with the fundamental points for this change. In relation to the theme Life and Evolution, it is because it encompasses the study of concepts related to living beings, their characteristics and the understanding of the evolutionary processes that generate the diversity of life forms on the planet. The present study refers to Textbooks, considering the current Brazilian context and the curricular changes proposed from the National Common Curricular Base (BNCC), published in 2018, we highlight that it is important to analyze them after they are readjusted. The main objective of the research is to identify the epistemological obstacles (OE) in Elementary School Science Textbooks (LDCEF), the research has a qualitative approach, of the bibliographic and documentary type, in the documentary stage we chose to carry out the research with Science textbooks. We take as a guiding question: What are the epistemological obstacles in LDCEF of the 6th year about the theme Life and Evolution? Seeking to meet the general objective, we organized the present study in three chapters, proposed in the form of articles. In the bibliographic study, we propose to broaden the debate about the importance of epistemological studies in textbooks The research is of a qualitative nature carried out from research available in the Digital Library of Theses and Dissertations (BDTD), and contributions were identified about the realization of academic research with an epistemological focus in the teaching of Sciences. In the documentary stage, we seek to identify the scientific concepts proposed in the theme Life and Evolution for the discipline of Sciences in the textbooks before and after the BNCC, the study is of This qualitative study was analyzed, in which five textbooks used in a public school were analyzed. This comparative study made it possible to review how the organization of content in the grades/years of elementary school is proposed and, thus, contribute to the process of reflections on the reconstruction of curricula in schools. In the third article, our goal was to identify the obstacles epistemological studies on the theme Life and Evolution in the LDCEF (PNLD 2020) of the 6th year and analyze the way they are presented, using 10 LDCEF proposed in the PNLD 2020. The process of analysis and production of the results occurred through thematic content analysis, developed in three stages: pre-analysis, exploration of the material and treatment of the results with the interpretation of the data. With the analysis, we identified 57 epistemological obstacles, the most frequent being Realistic Obstacle (45:57), followed by Verbal (08:57), Substantialist (02:57), Animistic (01:57) and General Knowledge (01:57). We highlight the importance of research with books in relation to EO, with a view to surveillance with the process of construction of scientific knowledge in the classroom In the classroom, the teachers' awareness of the EO can contribute to a change in relation to the activities developed as well as in the choice of the book by the teachers, contributing to the improvement of the teaching of Science.