Abordagem do conteúdo atomística nas coleções de ciências da natureza aprovadas pelo PNLD 2021

• Autor(a) principal: Santos, Amanda Thayla Vieira dos
• Data de Publicação: 2023
• Tipo de documento: Trabalho de conclusão de curso
• Idioma: por
• Título da fonte: Biblioteca Digital de Monografias da UFMT
• Texto Completo: http://bdm.ufmt.br/handle/1/3660
• topic: CNPQ::CIENCIAS EXATAS E DA TERRA::QUIMICA; Livros didáticos; Modelos atômicos; Obstáculos epistemológicos; Ensino médio; Textbooks; Teaching atomic models; Epistemological obstacles; High education

Textbooks play an important role in the teaching and learning process, as they are considered the main teaching resource available to students and teachers in primary education. For this reason, they play a decisive role in the content covered in many different areas. Law nº 13,415 of 2017 amended the Law of Directives and Bases of National Education and brought about changes not only in the high school curriculum, but also in the National Textbook Program. Chemistry textbooks are now called Nature Science and their Technologies textbooks, because theoretically they should work on chemical knowledge in conjunction with the disciplines of Physics and Biology. Among the subjects of Chemistry, the study of atomic theory is of great relevance, since it provides tools for understanding the behavior of matter in general. As this theme works with concepts that require a great capacity for abstraction, it is common for students to have many difficulties in understanding the phenomenons. Thus, objective of this course completion work is to analyze the content of atomic models in the collections of Nature Science and its Technologies approved by PNLD 2021. The analysis criteria were established as proposed by Bardin (2011), in order to investigate the theoretical knowledge, the historical approach and the presence of epistemological obstacles about atomic theories. The results indicated that the theoretical knowledge of the books was presented in its own way. As for the historical approach, it was not verified in a satisfactory manner in most of the books. The presence of epistemological obstacles, especially verbal ones, show that there is a need to increase the care with the analogies used in the books, so as not to generate barriers to the effective understanding of a given chemical phenomenon.