Os livros didáticos de química auxiliam o professor no ensino do efeito estufa?

• Ano de defesa: 2019
• Autor(a) principal: Watanabe, Adriana
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Cruzeiro do Sul; Brasil; Campus Liberdade; Mestrado em Ensino de Ciências; Cruzeiro do Sul
• Palavras-chave em Português: Livro didático; Efeito estufa; Ensino de química; CNPQ::CIENCIAS HUMANAS::EDUCACAO::ENSINO-APRENDIZAGEM::METODOS E TECNICAS DE ENSINO
• Link de acesso: https://repositorio.cruzeirodosul.edu.br/handle/123456789/264

In order to guide the teacher's pedagogical practice, the National Curricular Parameters for Secondary Education recommend that the teaching be contextualized, since only then will the student be able to develop skills and abilities that will lead him to make decisions and exercise his citizenship. In schools for this contextualization, in general, the teacher uses the didactic materials, among them, the textbook. For this contextualization all didactic materials, including the textbook must be updated with news, scientific research and novelties occurring in the world, among those relevant scientific researches current and discussed by the media are those that involve environmental issues such as the greenhouse effect. So, thinking about contributing to the teacher, we developed this research with a guiding question: can the teacher develop the content of the greenhouse effect, having the textbook as a support? In order to answer this question, we conducted an analysis of the chemical textbooks approved by the National High School Textbook Program and adopted in the 2018 school year in the state schools of the State of São Paulo. The objective of this research was to investigate whether these textbooks contribute to the teacher in his teaching of the greenhouse effect. For this analysis we use as descriptors: the illustrations, content presentation and didactic resources proposed to assist the teacher. In this way, it is a documentary research. The results of this analysis showed that for the illustration descriptor, four of these books presented figures with incomplete information and data on the phenomenon of the greenhouse effect, hindering student learning and teacher work. In terms of the descriptor content presentation, the theme is present in all the analyzed books, however the majority explains this phenomenon in an incomplete way lacking scientific data that make it difficult to understand the content and, therefore, does not help with the teaching work. As for the descriptor didactic resources, the majority present varieties of teaching strategies with orientations and / or suggestions regarding the subject that can help the teacher in the classroom. From these results we can conclude that the authors need to review these descriptors for the improvement of didactic books. In this paper we propose some suggestions for improvement.