O livro didático de ciências da natureza e suas tecnologias do novo ensino médio e sua relação com a alfabetização científica

Abstract

The use of textbooks in biology and science classes in general is a common practice among schools and teachers, however, for the use of this cultural artifact to be adequate, it is important to consider the presence of concepts that enable scientific literacy, contributing to a critical and significant learning in the school context. The objectives of this work are to know, identify and analyze the relationship between scientific literacy and the skills established by the National Common Curricular Base - BNCC present in nature science and its technologies textbooks. For this purpose, the concepts of scientific literacy proposed by Pizarro (2014) were used in the analysis of ten (10) books of the first year of high school by different authors, four (04) from the Multiverse collection and six (06) from the Collection Of Matter, Energy and Life, approved in the National Textbook Program (PNLD) 2021-2023. For the analysis of the books, the following categories were considered: it contains contents that arouse the articulation of ideas; instigates the student's investigative sense; has questions that enable argumentative capacity; presents characteristics typical of the scientific genre: such as tables and graphs; problematizes about the use and impact of science on the student's daily life; and, it presents the possibility of the student creating and acting, based on solutions of problems that involve science. After this stage, each of these categories was related to what the nature sciences skills in the BNCC requested. After the analysis of the two collections, it is necessary that the indicators articulate ideas, investigate and read in science appear with a higher incidence in the correlation with the skills established by the BNCC. In the two collections, the indicators: problematizing, creating and acting appear in lower incidence in the correlation with the skills established by the BNCC. The Multiverse collection does not present skills that make it possible to relate them to the indicator of scientific literacy: to argue.