Concepções dos professores de química de Barra de Santa Rosa (PB) sobre a escolha e utilização do livro didático.

Abstract

Teaching Chemistry is to develop independent thinking, creativity and problem solving skills. As a result, in order to promote meaningful learning and achieve satisfactory results, educators are increasingly seeking supports that serve as ancillary pedagogical resources in Chemistry classes. In this context, the textbook is a very important resource as long as it is used to stimulate the acquisition of knowledge and the development of learning. The teacher should use it in order to stimulate in the student the interest in chemistry, through diverse and participative activities. With regard to the choice of the textbook, it must be done in a conscious way, being necessary that the teacher knows the different criteria that characterize a good work. Thinking about these issues, this research aims to diagnose the conceptions assumed by the professors of Chemistry of the Municipality of Barra de Santa Rosa (PB) in relation to the choice and use of the textbook in the classroom. This is a case study of a qualitative nature. The target audience was 3 chemistry teachers. As a data collection instrument, a questionnaire containing eight open questions was applied. For the organization and analysis of the results, the technique of content analysis of Bardin was used. The results show that teachers participated in the choice of works, however, they do not have sufficient knowledge of all the criteria that characterize the choice of a good textbook of Chemistry. It is noticed that they have looked for other sources to improve the planning of their classes, recognizing the importance that the textbook assumes within the school space, collaborating with the formation of the students.