O livro didático do ensino médio: análise da forma como o conteúdo sobre ligações químicas é abordado

Abstract

This study to do analyze how content on chemical bonds is presented textbooks used in public schools at the city of Humaitá-AM. Do seeks to present how this content is recommended by the guidelines of the National Common Curricular Base (BNCC) and what criteria are established by the National Textbook Program (PNLD) The textbook is recognized as a central resource in teaching and learning processes, especially in public schools. However, it is emphasized that the usefulness of the textbook depends on its structure, language, and the way it connects theory and practice, which can directly influence student engagement and learning. Despite the advances promoted by the PNLD since its regulation in 1994, some challenges remain regarding the adequacy of its content and its didactic function. Based on a qualitative approach, as described by Lüdke and André (2017), was make an interpretative and contextualized investigation, than for us understanding educational processes in their complexity. The research corpus is composed of textbooks approved by PNLD 2021 for the New High School in the area of Natural Sciences. The analysis of the Chemistry textbook was guided by the Graphical Analysis Protocol (GAP), as proposed by Slough et al. (2010), a protocol that allows examining the pedagogical and cognitive function of graphic representations (images, diagrams, tables, among others) present in the books. Bardin’s (2011) content analysis technique was used, enabling the identification of thematic categories, presentation patterns, and didactic potential in the treatment of the topic “chemical bonds. This study seeks to contribute to the improvement of the use of textbooks as a formative tool and to provide support for the critical selection and use of this resource in pedagogical practice, promoting Chemistry education that is accessible, meaningful, and aligned with the contemporary challenges of Basic Education.