A natureza da ciência nos livros didáticos de Biologia: Análise de episódios em exemplares do PNLD 2018

Abstract

The scientific development idealized by students from primary school is based on integration between laboratory materials and renowned scientists. The subject present in school textbooks, ally to teachers‟ speech, supports the distortion of science view from students and the processes of building this knowledge. The social, political or religious context in which Science is usually done is not mentioned when writing or talking about Science in school. The official documents that guide the educational processes recommend using the History of Science to facilitate the understanding of knowledge as well as to provide a clearer vision about the process of construction of scientific theories. Therefore, one question emerges: Do exist a historical approach that‟s including social factors (religious, political and cultural) that influencing the construction of scientific knowledge? To answer this question, this research aimed to analyze how Nature of Science is presented in Biology Textbooks of PNLD 2018. The content of nine biology textbooks from secondary school adopt in PNLD 2018 (three collections) were analyzed, checking the presence of historical episodes about the process of conception of Scientific theories and if external factors influenced in development and the acceptance or not of scientific theories. Material analysis was realize through adaptations on matrix of categorical organization according with specific literature, establishing six categories: type of history of science, type and organization of historical information, materials used to present the historical information, contexts in which historical information is related, learning activities using the history of science and internal consistency of the book. The results indicate an advancement in the inclusion of discussions about Nature of Science in textbooks, however, one collection analyzed still emphasizing only on aspects related to intern processes of Science construction. The research underlines the need for knowledge about the sciences and the circumstances in which it was produced, as well as the subjects or scientific products themselves, with the purpose of contributing to student formation, awakening their reflection and criticality.