História da ciência no ensino médio: um estudo quali-quantitativo em livros didáticos de biologia

Abstract

Textbooks are of fundamental importance in the process of education and in supporting the work of teachers, as they help their teaching practices through parameters defined by specialists and for students, as they represent a concrete possibility of access to scientific knowledge. Recognizing the importance of the textbook, its analysis was considered from the perspective of inserting the History of Science as an instrument for the construction of scientific knowledge. Based on this relevance, the present work aims to analyze the way in which the History of Science is approached, in the Biologia Hoje Collection, by Sérgio Linhares and Fernando Gewandsznajder, published in 2016 by Editora Ática. The present research is of the qualitative-quantitative type, of bibliographic and documentary nature. To achieve the objectives, authors Leite (2002), Peters (2005) and Batista, Mohr and Ferrari (2007) were taken as references. From the reading of these authors, six categories of analysis were chosen: Profile of the Scientist, Ideas and Discoveries, Illustrations, Context, Activities and Evolution of knowledge. As a data collection instrument, the analysis form was used. Based on the results obtained, it can be concluded that the author of the books analyzed used the History of Science in three ways: as mandatory content, as complementary content (in forms of curious information and deepening of content) and in activities and exercises. It was also noticed a History of Science told linearly, in a predominantly individualistic and sometimes critical way.