O processo de escolha e uso do livro didático de biologia entre professores do ensino médio em escolas públicas da Paraíba

Abstract

There is a large number of research in science education that focus on the content analysis of textbooks, highlighting the amount of conceptual errors, or otherwise, found in the works, this leads to the discredit of such works or authors, which can be worrying for the image of this teaching instrument so important for education in the country. But knowing that these materials go through selection processes until they reach their end user, student and teacher, we raise the following questions: How do biology teachers organize and carry out the selection and use of textbooks in public schools? What conceptions circulate between biology teachers high school about the importance and functions of biology textbooks in basic education? The research was developed by collecting data from biology teachers who have already worked in the public school system in the state of Paraíba, teaching high school students. The reach to this public was accomplished through online questionnaires using the google forms platform that allows, in addition to collecting, generating analysis tools such as graphics and word cloud. When analyzing the responses to the questionnaires, we can conclude that there are certain criteria presented that are considered more relevant than others according to the opinion of the interviewees, something expected because it is a subjective choice although supported by the guarantee of several fulfilled prerequisites. When questioning teachers about the existence of certain criteria in books, we realize both that they exist and that it was possible to measure the frequency they occur in the works or their relevance. We can also see that the textbook guide, although a very useful and practical tool to help in the choice of works, is very little used by teachers, and a large number of them said they did not even have knowledge about the guide, making the choice process even more subjective because they are guided by no supporting material.