A abordagem de aspectos e questões sociocientíficas nos livros didáticos de química aprovados no PNLD/2018

Abstract

Since the seventies, science education curricula have discussed the Science, Technology and Society (STS) perspective, emphasizing the importance of understanding the relationships between Science and Technology and their social and environmental reasons. Linked to the field of STS studies, the Socio-Scientific Issues (QSC) approach emerges, dealing with the inclusion of controversial topics in Science teaching, which students face the need to critically position themselves in relation to relationships between Science, Technology and Society. In this scenario, this research has as general objective to understand the presence of socioscientific Aspects and Issues in Chemistry textbooks part of the PNLD / 2018. Justified by the need for these issues to be present in textbooks used in schools, considering that teachers they use this material as an instrument to guide their activities in the classroom. For this, we used as a research technique Content Analysis, according to Bardin (2011) to analyze the complementary texts present in the selected textbooks. In this investigation, we used as criteria such characteristics pointed out by Santos, Almeida and Silva (2018) to identify how QSC in the texts to impose. In addition, the Iramuteq software was used as an instrument to analyze the existing approximations between the QSC idents, using a similarity analysis tool. The methodology adopted in this research enabled the outlined objectives to be achieved, identifying the presence of socio-scientific aspects and issues, so that the aspects considered were mostly characterized as a punctual approach. The small amount of QSC recognized in this research according to the adopted criteria, indicates a lack of this discussion in commercial textbooks. Mainly in the materials made available for the first grades of high school (1st and 2nd grades). This research was developed with the textbooks of the last PNLD in force, which have specific books for the Teaching of Chemistry, considering that in the next public notices the chemistry book will be part of the material destined to an area of Natural Sciences (added to the one of Physics and Biology). Thus, further research analyzes whether these issues are present in the materials included in the New National Book and Didactic Material Program.