Categorization of the texts present in the Physics textbooks of the PNLEM 2018, adopted at CEFET-MG: connections with the history of Physics

Abstract

In Brazil, students from the public schools of the municipal, state and federal networks receive free of charge the textbooks that they will use throughout their basic education, and this distribution is guaranteed by the National Textbook Program (PNLD in the Portuguese acronym). Research in the Teaching of Sciences has a great concern in studying how the teaching-learning process takes place through the textbooks and the role of the teacher in this mediation. The present study was carried out by two students of basic education, under the supervision of their guidance teachers, inserted in the program of Scientific Initiation Jr of CEFET-MG, having as main objective to analyze the complementary texts present in the works of the discipline of Physics, approved in the National Plan of the Textbook of High School (PNLEM) 2018 and adopted in the campuses CEFET-MG, looking for different languages adopted that support the interdisciplinarity between Physics and History and development of Science required in the public notice of the PNLEM. A priori, the identification of the number of texts with the relationship between Physics and History and the development of Science, present in each Physics content and in each volume of the work, was carried out. The texts were categorized into: biographical and historical. In the complementary texts of the works from the 1st to the 3rd year of high school, the collections "Aula per lesson" and "Physics" presented a greater incidence of the historical character of science, with a frequency of, respectively, 70.6% and 91.9%, while the collection "Science and Technology" had 95.6% bibliographic texts. The textbooks are the main sources of educational construction of the students, evidencing their significant importance. For this reason, it is necessary that such tools are constantly analyzed and worked on by academics from the areas of education, aiming increasingly at the improvement of these materials and, as a consequence, of education as a whole. The documents that guide basic education highlight the importance of the recognition of Physics as a process whose construction has occurred throughout history. As the collections approved in the PNLEM contemplate this approach, the reflection is therefore left for the teachers to observe how it is inserted in the textbooks and to incorporate this discussion into their praxis.