Abordagem CTSA (Ciência, Tecnologia, Sociedade e Ambiente) nos livros didáticos de ciências (6º aos 9º anos) aprovados pelo PNLD 2020

Abstract

The purpose of Brazilian Basic Education, according to the National Education Guidelines and Bases Law (LDBEN) of 1996, is to develop students, ensure their common formation, and provide resources for their future progress. Science education, therefore, needs to be committed and problematizing, generating greater meaning for students and focusing on the ESTS approach (Science, Technology, Society, and Environment) can be the guiding path for this change. In this regard, the textbook plays an important role in this process, providing structured support for students and promoting understanding of science in social, technological, and environmental contexts. With this in mind, this work aims to critically and reflectively evaluate Science textbooks (6th to 9th grades) approved by PNLD 2020, regarding ESTS content. The methodology adopts a qualitative approach, using Bibliographic Research as a theoreticalmethodological assumption and Categorical Content Analysis as a technique. The results indicate that the association "Science precedes technology" is predominant in the analyzed materials, highlighting the importance of scientific knowledge in the creation of new technologies. Furthermore, a low frequency of the relationship where "Technology precedes Science" was observed. Regarding the relationship between "Science and Society," the most recurrent themes are health, nutrition, and urban problems, emphasizing the importance of considering social and economic aspects in understanding science. The relationship between "Science and Environment" in science textbooks indicates the growing importance of environmental issues, addressing topics such as pollution, preservation, and waste reuse. Environmental education plays a fundamental role in raising awareness about the importance of the environment and promoting sustainable practices. However, the approach to environmental education in textbooks is still limited, compromising students' education in this area. In conclusion, by analyzing the presence of the ESTS approach in textbooks, a higher recurrence of ESTS related themes and content was observed compared to previous years' works.