Respiração celular: uma análise crítica e reflexiva sobre sua abordagem nos livros didáticos de biologia

Abstract

Several contents have been taught in a decontextualized way within the area of biology, one of which is biochemistry; this, in addition to hindering learning, has caused difficulties for students and teachers during the teaching and learning process in higher education. Biochemistry is very present in the daily school of the students, since it explains several biological processes. Thanks to the Programa Nacional do Livro Didático, the textbooks, most commonly used tools in teaching, have been increasingly improved, however, the way this content is presented in these books remains far from the academic reality of these students. The present work aims to analyze how the textbooks present the contents of Cellular Breathing and how the same contextualize these in the reality of the students. Thus, a qualitative analysis was carried out in three high school textbooks used in the state public network of the city of João Pessoa, State of Paraíba, in the year 2018. It was verified a low presence of examples related to concepts of Cellular Breathing in these books; an excess of classifications; some concepts without definitions and the presence of conceptual errors. The analysis of the data leads to the conclusion that the biology books available on the market have distanced Biochemistry from the student's daily life, making it just a collection of concepts and classifications. If the Didactic Book presented a greater contextualization of the area, there would probably be a greater interest of the students and a better learning of the subject.