THE RELATIONSHIP OF HIGH SCHOOL TEACHERS WITH THE CHEMISTRY TEXTBOOK IN PUBLIC SCHOOLS IN ITACOATIARA/AM

• Autor(a) principal: Santos Menezes, Jean Michel dos
• Data de Publicação: 2021
• Outros Autores: Almeida Pereira, Bárbara Samanta, Moura do Carmo, Dominique Fernandes de
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Revista Prática Docente
• Texto Completo: https://periodicos.cfs.ifmt.edu.br/periodicos/index.php/rpd/article/view/328
• topic: Livro Didático; Ensino de Química; Recursos Didáticos; Textbook; Chemistry Teaching; Didactic Resources; Libro de Texto; Enseñanza de la Química; Recursos Didácticos

As the Didactic Book is one of the main pedagogical resources used by Basic Education teachers, it plays a fundamental role in the teaching and learning process in Chemistry. The discussion about the use of this resource occupies a prominent role both in the debate of public policies aimed at education, and in research aimed at contributing to the quality of scientific education. Thus, the objective was to analyze the relationship of teachers of Basic Education Chemistry with the Chemistry Textbook. The data were collected through a questionnaire and a semi-structured interview, in which 10 Chemistry teachers working in the public schools of Itacoatiara/AM participated. It was identified that 80% of the teachers have a specific degree in Chemistry, with 5 specialists and 2 masters. 50% have more than 5 years of teaching experience. Teachers said they had difficulty working with contextualization through the textbook, and demonstrated using the book as the main pedagogical tool, determining the curriculum and, in a way, the teaching practice of these teachers.