Livros didáticos e a botânica à luz da evolução

Abstract

The teaching of Botany is treated as a field of arduous approach for teachers and students of school, being constantly labeled as difficult, memory abusi ve and even disconnect ed from other Biology areas . In the light of these problems, a series of methodological strategies appeared to facilitate the teaching learning process of Botany . Among these methodologies, we have the use of Evolution as an integrati ve axis of Biology, a strategy not only encouraged in the educational scientific environment, but also instructed to teachers and institutions by national documents pertaining to basic education, such as the Orientações Curriculares para o Ensino Médio Cu rriculum Guidelines for High School )), the Parâmetros Curriculares Nacionai National Curriculum Parameters and even the brand new Base Nacional Comum Curricular Common National Curriculum Base )). Given this methodological strategy and its importance, in a ddition to the relevance of the role of textbooks in b razilian education, especially in public schools, the present work evaluated chapters belonging to the Botany unit of three textbook collections, all belonging to the Plano Nacional do Livro Didático ( N ational Program of the Textbook )), through content analysis by Bardin. Through the interpretation of quantitative and qualitative data, as well as their joint interpretation, it was found that the textbooks analyzed do not efficiently use biological evoluti on as a unifying element of botany teaching. Therefore, attesting the non compliance with the official documents and indicating a possible need for a reformulation of the B otany units in the high school textbooks.