SOUSA, K. R.; http://lattes.cnpq.br/2010614683154601; SOUSA, Kerolaine Rodrigues de.
Résumé:
The textbooks have great performance in school institutions, being the most used resource to
help teachers. For this reason, it should be carefully selected to promote an appropriate
choice. One of the criteria that should be analyzed is the experimental activities, since these
exercise in Chemistry Teaching an important role, besides approaching the contents proposed
in a practical way, offer the students the best understanding of them, facilitating the learning.
The textbooks of chemistry must present experimental activities that correspond to the
proposals suggested in the official curricular documents, highlighting the need to work the
practical activities in a problematizing and investigative perspective, providing the formation
of critical citizens capable of contributing positively to the society in which they are inserted.
In this context, the present work aims to analyze how the organic chemistry textbooks of the
PNLD (National Program of Didactic Book) 2018 present the experimental activities. This is
a descriptive, documental, quantitative-qualitative research supported by the work of Santos
(2006), which consisted of the analysis of some criteria in relation to the methodologies used
in carrying out the activities, the presence of materials used and warnings regarding the care
that should be taken during the execution of experiments and guidelines on the use of reagents
and their disposal. The results show that none of the analyzed books fully covers the proposed
requirements and that only one of the books analyzed approximates the proposal suggested in
the researches in Teaching Chemistry regarding the adequate development in the use of
experimental activities in the context of education basic.
