Avaliação dos indicadores de alfabetização científica presentes em livros do primeiro ano do ensino médio aprovados no PNLD 2018-2020 a cerca da temática água e a elaboração de um produto educacional

Abstract

The use of textbooks in chemistry classes is a common practice among teachers. However, to use this teaching artifice some indicators of scientific literacy should be considered, avoiding the use of the book as the only pedagogical resource and preventing the use of inappropriate books to the school context in which it operates. Among the objectives of this work is the evaluation of the activities proposed by the books, as well as the analysis of the content approach. To this end, the scientific literacy indicators proposed by Pizarro (2014) were used in the analysis of three first year high school books from different authors approved in the PNLD 2018-2020, in the analysis of the water theme. The selected books were: Chemistry by Martha Reis; Vivá by Novais and Tissoni; and Chemistry by Ciscato, Pereira, Chemello, and Proti. For the analysis of the books the seven indicators of scientific literacy were considered, which are: articulating ideas, investigating, arguing, reading in science, problematizing, creating and acting. We considered the identification data of the books, whether the books arouse the articulation of ideas, the investigative sense of the student, issues that enable the argumentative capacity, presentation of typical characteristics of the scientific genre, such as tables and graphs, questioning about the use and impact of science in the student's daily life, and the possibility of the student to create and act, based on solutions to problems involving science. After the analysis of all the parameters it was possible to notice that only one book presents a single activity that covers the parameters of creating and acting on the theme in question. The data obtained were organized in graphics and after that an educational product (Webquest) was elaborated, in order to fill in the gaps of the other books in relation to the indicators of scientific literacy.