O livro didático de química : um olhar sobre as escolhas dos professores de química e as possibilidades de uso em escolas integrais de Pernambuco situadas na GRE- Metropolitana Sul

Abstract

Chemistry Textbook (CT) is a resource present in day-to-day school life, being part of the teacher's planning and the students' knowledge development process, contributing to the teaching and learning process. Understanding how this didatic resource has been investigated is pertinent. The research aims to investigate the subjective aspects that contributed to the choice of the CT present in the National Textbook Program (NTP) by teachers and what kind of use they intend to make with the chosen CT. The Chemistry textbook High School approached, which is included in the area of Natural Sciences and its Technologies. The theoretical data is based on the NTP as a way to democratize the process of choosing and accessing this material, highlighting the historical context of the CT, its development in Brazil and its use today, considering the subjective processes inherent in its choice. The research was divided into two parts, the first being a review involving an exploratory survey on research on the CT consisting of the analysis of the functions that the textbook can assume in the research found. In this part, a survey was carried out on research about the CT from 2009 to 2019 in journals and in the last 3 annals of two events in the area, the National Meeting of Research in Science Education - ENPEC (2015, 2017, and 2019) and the National Chemistry Teaching Meeting - ENEQ (2014, 2016, and 2018). The second part of the research consisted of interviews with Chemistry teachers from the Pernambuco State Education Network on aspects related to the CT, characterized as a qualitative approach, using the descriptive method to present the choices of Chemistry teachers and the possibilities for use of the CT and its challenges. In the second part, semi-structured interviews were applied with Chemistry teachers from 6 schools in the Southern Metropolitan Regional Management in the state at Pernambuco. In this sense, to expose the data about the interviews, we used the technique of content analysis proposed by Bardin to qualify the data. The results reveal nine categories present in the 115 working paper analyzed and show that the most explored category in research involving the CT is about the study of chemical content. On the other hand, research dealing with teaching practice on the CT, the use of the CT and teaching conceptions on the CT are observed to a lesser intensity. About the functions, the study reveals that of the 115 working papers analyzed, at least one of the four functions described by Choppin (2004) was present. Furthermore, the data show that the referential function was the one that was most present in published works, in contrast to the one that had the fewest works referred to was the documental function. Regarding the results of the second part of the research, it is observed that the choice process takes place in a participatory manner between teachers and schools, but the collective moments proved to be punctual, as few meetings took place between the teachers to discuss the material best suited to your school reality. The assumptions that influence teachers' choices point out that teachers carry meanings about the CT, showing that the book is of fundamental importance for teaching and learning, and becomes a modifying element in the school context. The possibilities of use, indicated by the teachers, indicate the CT as a material that can contribute to the preparation of students for the entrance exams, for the practice of experimentation in the classroom, for pedagogical planning and for carrying out complementary activities. The main challenges regarding the use of the CT pointed out by the teachers were the language presented by the book and the technological advance as something that can affect the use of this material effectively.