Textos de divulgação científica no ensino de ciências: uma investigação do livro didático de física da terceira série do ensino médio.

Abstract

The research presented here has the general objective of analyzing the introduction of Popularization of Science (PS) texts in Physics Textbooks (PT). For this purpose, the book Physics: Interaction and Technology, Volume 3, by Aurelio Gonçalves Filho and Carlos Toscano, published by Leya in 2016, was chosen, once it presents science popularization texts in its chapters. This work must be inserted in the science teaching area and has the specific objectives of conceptualizing the term Popularization of Science through a survey of the available literature on the subject. In this regard, one initially goes back to aspects and historical moments referring to the development of the dissemination of science to the non-specialist public. The importance of inserting PS in Science textbooks is then elucidated, specifically in Physics textbooks in the present case. Finally we identified the relevance of associating PS, mainly through texts, with science teaching. The analysis categories were developed based on the works of Martins and Damasceno (2002) and Vieira (2006), in addition to considering guidelines given by the National Common Curricular Base (BNCC) (BRAZIL, 2017). This choice is justified since we understand that merely presenting PS texts is not the most important thing, but understanding how these texts are presented, as well as what kind of contributions they can bring to the teaching-learning of Physics. Furthermore, the rules defined to create content analysis categories by Carlomagno and Rocha (2016) were our reference to elaborate our analysis categories, namely: category (1) Exploration of resources and techniques appropriate for PS texts and category (2) Pedagogical perspectives associated with reading. The research was characterized as descriptive and bibliographical, considering the methods of data collection and given the intention of observing and correlating facts, seeking the frequency of observation of the phenomenon. In this scenario, the approach to the problem is then classified as qualitative. In this way, according to the categories of analysis created, we investigated the chapters of the aforementioned didactic manual and found the presence of PS texts in the five chapters of the book, inserted in some cases with certain modifications, aiming to adapt the texts to any eventual didactic and pedagogical perspective. Therefore, the results obtained point to a diversification of the texts present in the PT and, it can be highlighted that there is a concern in bringing PS texts that stimulate the habit of reading and criticality, insofar as they dialogue with students on themes of current interest, enabling a greater connection of these with science and technology. Therefore, the insertion of DC in textbooks can be considered as an important ally to teaching, provided that checks and adaptations of texts or other DC resources are carried out, in order to meet the pedagogical perspectives of the teacher, considering that it allows connecting students, teachers and society, when working with themes of a cultural, historical, political and technological nature.