Conteúdos de física nos livros didáticos de ciências da natureza: uma análise do PNLD 2021
This work is inserted in a context of normative changes in Brazilian education. With the creation of the Common National Curricular Base (BNCC), there were implications regarding the organization of educational objectives, proposed in terms of guiding competencies. In this context, textbooks have al...
| Autor principal: | Amaral Junior, André Luís do |
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| Formato: | Trabalho de Conclusão de Curso (Graduação) |
| Idioma: | Português |
| Publicado em: |
Universidade Tecnológica Federal do Paraná
2024
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| Assuntos: | |
| Acesso em linha: |
http://repositorio.utfpr.edu.br/jspui/handle/1/34760 |
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| Resumo: |
This work is inserted in a context of normative changes in Brazilian education. With the creation of the Common National Curricular Base (BNCC), there were implications regarding the organization of educational objectives, proposed in terms of guiding competencies. In this context, textbooks have also undergone changes. The PNLD 2021 is characterized as the first edition that aims to meet the BNCC in high school textbooks, which justifies investigating some of its aspects. In this sense, the general objective of this study was to analyze how the contents of Physics are organized in the PNLD 2021 textbooks of Natural Sciences in order to meet the first specific competence of Natural Sciences proposed by the BNCC. As a theoretical framework, a discussion of the history of textbooks, their possible functions and current trends incorporated into these objects, such as interdisciplinarity and dialogue with the teaching competencies, is presented. The methodological approach was based on elements of Bardin’s Content Analysis. Tables were drawn up with the Physics, Chemistry and Biology contents worked on in each book for each collection that aimed to develop the first specific competence of Natural Sciences. The results indicate a plurality in the organization of the collections with regard to the arrangement of the Physics, Chemistry and Biology content. However, approximations can also be perceived, such as, for example, the contents of Physics related to the first specific competence of Natural Sciences, which are present in all the collections. Among these contents, we sought to interpret how the content Mechanical Energy was developed in each teaching collection to meet the first specific competence of Natural Sciences. Regarding the discussion of interdisciplinarity, most of the collections presented a juxtaposition between the teaching contents. The results point to some of the solutions found by the authors of the collections of Natural Sciences, for high school, aiming to structure the teaching content to the new demands existing in the BNCC. |
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