Uma análise de atividades experimentais presentes em livros didáticos de química do ensino médio

Abstract

The textbook is one of the printed media that is composed by the organization of the curriculum in specific area. Hence its importance as a support of consultation of greater accessibility of the student and as the main guiding element of the pedagogical practice of the teacher. Thus, the present work aims to conduct an exploratory research in four collections of chemistry indicated by the National Plan of the Didactic Book - PNLD of 2018. The research focuses on the evaluation of the didactic book of chemistry, regarding the amount of experimental activities and what types are approached in each activity. The evaluated collections were identified as L1, L2, L3 and L4, where 23, 62, 26 and 25 experiments were found respectively. The types of experimental activities were cataloged in: Demonstration activities (performed by the teacher); Verification activities (aim to conform to some law or theory); Research Activities (require high student participation); Illustrative activities (used to illustrate principles and laws) and Technical activities (activities that address the topic of laboratory safety). Comparing the series of collections shows a decrease of the experiments when the years increase, highlighting the last year of each collection as the one that has less experiments. It also observes the high percentage of verification activities in all collections, since all the authors comment on the importance of the research activity and that this activity is the one that best acts in the process of knowledge construction because it requires a lot of student participation. In summary, experimental activities were not as expressive.