O livro didático para o ensino de Ciências: análise sobre o conteúdo de Higiene/Doença na coleção Projeto Buriti para os anos iniciais do Ensino Fundamental

Abstract

A basic idea is present in almost all analyzes of textbooks: they can, with teaching mediation, make schooling studies more interesting, and ensure an improved learning. Based on this understanding, it can be inferred that textbooks carry on his ideological and pedagogical contribution a relatively remarkable didactic design if compared to the usual standard. When this occurs, the books are presented with very different intensities, because some are more explicit and still limit themselves to mere copying and replaying content as through the proposed evaluation activities to students, and other books mix tasks with extra-books realities to promote a discussion that, dynamically, are both purposeful context of students and the initiative to conduct experiments. Methodologically, we developed a dynamic analysis (assessments) content in the textbooks of Sciences (Projeto Buriti - in 4 volumes for students from 2nd to 5th year of elementary school) of a municipal school in Rio Largo/AL, in order not only to contribute to a reflection of what is presented pedagogically in those books, but also to evaluate the educational proposals, and subsequently, the diagnosis of what is exposed on these books as knowledge for teaching and learning science. In the Brazilian national context, some studies (LAJOLO, 2014; LIMA, 2013; MONTEIRO, 2012; FREITAS, 2009; DELIZOICOV, 1995, 2002; MOHR, 2000), among others, legitimize that the textbook in school activities is quite significant, and such authors still point out its importance as a source of information and knowledge at school. Thus, in some textbooks, the content of Hygiene/Diseases plays an important role in expressing the health care, the body and the environment, thus guiding the individual during the processes of his/her life. Therefore, some theoretical and practical issues related to hygiene/diseases can help teachers in their practice, providing changes in the social reality of their student and helping to diversify the methods of teaching them, contributing more to the learning process, and improving the quality of science teaching.