A discussão de objetos de aprendizagem em livros didáticos de física e ciências utilizados nas escolas públicas do município de Cerro Largo

Abstract

This work aims to analyze the science and physics textbooks used in public schools in the city of Cerro Largo, RS, seeking suggestions for learning objects (OAs) and how the pedagogical proposals with OAs occur in these books. Bearing in mind that they are one of the most used tools by teachers and students and, thinking that there are many advances in science and technology, the insertion of this in the classroom through OAs can favor the problematization and discussion of the contents. Thus, combining the textbook that is used in the classroom with the inclusion of OAs is an alternative to be used to insert scientific-technological tools in the teaching of Science and Physics, the so-called new technologies combined with the textbook incorporate learning opportunities supported by digital tools. Methodologically the content analysis was carried out from the perspective of qualitative research, with this analysis it was possible to observe that in science books there are many suggestions for OAs, while in physics books, this number is smaller, added to this, the fact in science books OAs are suggested throughout the chapters, while in physics books these suggestions only appear at the end of the book. A factor for these differences may be due to the year of publication of these books, there is currently a greater concern to insert scientific and technological tools in the school environment. With the results that were obtained, we believe that the work will make it possible for teachers to have more information about OAs in the classroom, as many still do not know about them, thus being able to obtain more information.