A escolha e uso do livro didático de química na percepção dos professores de escolas públicas do ensino médio

Abstract

The present monographic work presents a research carried out in eight high school state schools in the city of Fortaleza, aimed only at teachers of chemistry. Sixteen teachers participated in the research, which, through a questionnaire and a moment of conversation, informed how the process of choosing the chemical textbooks used in the school happened. They also explained how books and other didactic resources are employed, including the difficulties encountered in doing so; In addition to the way in which these and the school it self can contribute to the students' knowledge, influencing in approvals in competitions like vestibular and ENEM. The research showed that the selection process occurs differently from what is described by the FNDE, through the textbook guide present in the PNLD, but indicates uniformity in the way in which all were chosen in the participating schools. Regarding the use, the study showed that 93.8% of teachers have the textbook of chemistry as the main resource in their classes, where 6.3% use it as the only research source to plan them. The main difficulty observed in the diversification of didactic resources for the teaching-learning process was the absence of these resources in schools with deficient infrastructure, where the teachers basically depend on the textbook. Only 12.5% consider the textbook of chemistry as the main learning tool, and 18.75% said that it should serve only as a guide for students in the construction of knowledge. It was also noted that schools with poor infrastructure have low rates of approvals in competitions and less interest on the part of teachers in motivating students. It was noticed that, in general, the textbook is still the main didactic tool used by students and teachers, and is still cause for much dissatisfaction. Therefore, there should be greater attention in choosing this one from those who have the responsibility of choosing the textbook of chemistry that will accompany and assist teachers and students in the teaching-learning process during three school years.