Selection and analysis of textbooks for Chemistry Teaching: conceptions of future teachers in focus

Abstract

The present article intended to analyze, from a descriptive case study (YIN, 2005) of the conceptions of students of the Undergraduate Chemistry course of a Federal Public Institution in southeastern Brazil, the process involving the selection and analysis of chemistry textbooks. Produced by a qualitative approach and through an online form, the students' answers were submitted to the methodology of Content Analysis (BARDIN, 2011). The result of the research is that the students recognize the importance of textbook analysis during the experience of the initial training curriculum, envisioning the implementation of this knowledge in their future teaching work. As part of the discussion, the notion of time is pointed out, a dimension disputed by neoliberal practices, emerging as an important element that crosses the selection and analysis of textbooks, both in the initial and continued formation of teachers, and in the teaching practice of school education.