Imagens fotográficas nos livros de química aprovados pelo PNLD 2018: a cinética química em questão

Abstract

The study of the image language, especially the photographic language, in a didactic interrelationship with chemical science and its language becomes opportune, mainly, to allow the visualization, although macroscopic of the chemical knowledge, but also to enable the approach of the specific language of this science. In view of this, this work takes the object of study the photographic images contained in the textbooks of Chemistry approved in the Plano Nacional do Livro Didatico (PNLD) 2018. Wherefore, in the intention to study these photographic images we seek to characterize the photographic images that contribute to the teaching of Chemical Kinetics in these books and to investigate their contributions in the understanding of the chemical concepts addressed. In order for this general objective to be achieved, it was necessary to: I) Identify in the section of the content of Chemical Kinetics all the photographic images conveyed in the textbooks of chemistry; II) To characterize the photographic images from the perspective of the categories: distribution of the image in the page, legend, text-image relation and thematic; III) Analyze the photographic images from the representational, interactional and compositional meanings of the Visual Design Grammar; and IV) To identify the contributions of the photographic images to the process of signification of the content of Chemical Kinetics. We begin with the questions: How are the photographic images on Chemical Kinetics presented in the textbooks of Chemistry? How can photographic images contribute to the process of meaning of the concepts of Chemical Kinetics? In order to construct the theoretical reference, we support in Santaella (2012), Costa (2013), Kossoy (2007), Shimoda (2009) on the studies on reading and language of the photographic image and on The Visual Design Grammar of Kress and van Leeuwen (2006) as a theoretical and methodological contribution. This study is part of the qualitative research modality, characterized in relation to its procedures and methods, as a research of documentary analysis (LÜDKE; ANDRÉ, 1986). The procedures and methods were defined in 1) mapping of our object of study; and 2) analysis of photographic images following the theoretical assumptions elaborated by Kress and Van Leeuwen (2006) in Grammar of Visual Design. However, there needs to be adequate preparation of teachers (in training and trained) to understand the photographic images within the context of teaching, such as a visual text organized with a grammar, which needs a careful reading. This observation leads us to the construction of the Educational Product that establishes guidelines, which proved to be important, for the selection and reading of photographic images in the construction of approaches to teaching chemistry.