Parâmetros de Alfabetização Científica em Química Ambiental nas coleções do livro “Química Ser Protagonista” nos PNLD (2012, 2015 e 2018)

Abstract

Scientific Literacy, more and more, has been discussed and it is notable that there is a growing development of the subject in all possible areas, one of the main ones, the school and everything that composes it, such as textbooks. The present work was carried out from the analysis of the collection “Química Ser Protagonista” (QSP), approved and distributed by the National Textbook Program (PNLD) in the trienniums from 2012 to 2014, 2015 to 2017 and 2018 to 2020. This study, aims to analyze and categorize the issues in the related collection as “problem”, “global issues”, “projects” and “questions of entrance exams and ENEM”. The material was analyzed in the light of the Scientific Literacy Indicators proposed by Pizarro (2014) and the analysis instrument in “Thematic Axes in Environmental Chemistry” proposed and validated by Soares, Silva and Gonçalves (2021). The “resolved issues” in the books were not considered for the purpose of the corpus of this investigation. By analyzing the three collections of the three trienniums, we sought to assess whether the proposed potential indicators of scientific literacy had developed over the nine years of the nine books in the aforementioned collection. In addition to the indicators, we sought to evaluate the object of study against the thematic axes of Environmental Chemistry, proposed in order to identify the didactic potential of this material for teaching Chemistry in high school.