Análise crítica do ensino do conceito de calor nos livros didáticos brasileiros

Abstract

This study critically analyzes how the concept of heat is presented in Brazilian high school textbooks, aiming to identify conceptual misconceptions and their pedagogical implications. The research is based on a literature review and content analysis of the most widely used textbooks in schools in the state of Ceará, approved by the National Textbook Program (PNLD). The methodology includes textbook selection, content categorization, and a survey conducted with physics teachers to assess the clarity and effectiveness of the approaches. The results indicate that, although the textbooks provide definitions aligned with modern thermodynamics, simplifications and misconceptions persist, potentially leading to a distorted understanding of the phenomenon. Common issues include confusion between heat and temperature, a lack of connection to real-world applications, and insufficient mathematical depth in some cases. The study highlights the need to improve the presentation of this concept in educational materials by incorporating more precise explanations, contextualized examples, and more effective visual resources to enhance student learning.