Análise do tema “sistema cardiovascular” em livros didáticos de biologia

Abstract

The present study critically analyzes the contents of the Cardiovascular System from textbooks used in high schools of the public education system in Maceió, as well as those provided by the National Textbook and Didactic Material Program (PNLD). As teaching materials widely used by teachers and students, the accuracy of the content is essential, raising the pertinent question: Are biology textbooks, specifically those covering the cardiovascular system, free from conceptual errors that could compromise the proper construction of scientific knowledge for students? To address this question, the following objective was established: to analyze the approach to the cardiovascular system in biology textbooks, aiming to understand variations in the presentation of concepts and identify potential conceptual errors. Three different textbooks intended for high school education and listed in the PNLD were analyzed. Five criteria were established for the analysis: the inclusion of content, conceptual errors, identification of essential content, proposed activities, coherence with the content, and observation of images. Results indicate that the textbooks exhibit both positive and negative aspects concerning the observed criteria, with shortcomings identified in one of the criteria. Although this study focused solely on the Cardiovascular System content, it can assist teachers in analyzing other subjects, as the criteria can be applied to various content areas.