Investigação da abordagem do ciclo do carbono nos livros didáticos de Ensino Fundamental

Abstract

Over the years, evaluations of textbooks have produced a significant improvement in editorial output. At first the central question of evaluations lay in the quality of information, currently the largest emphasis is on methodological issue, when analyzed carefully and strictly the pedagogical proposal contemplates an investigative and contextualized teaching. This study analyzed the text books of 6th grades of elementary public schools in Sinop city (MT). The goal was to identify whether the Science textbooks have adequate approach about the Carbon Cycle, in order to meet the needs as an effective pedagogical tool. The study was conducted through the analysis of five books indicated by the Didactic Book Guide 2013 and 2014, in which the subject scope, coherence, the context and the existence of illustrations were evaluated. In the second stage we used a questionnaire containing five questions to investigate teachers' views on the importance and effectiveness of textbooks for teaching the Carbon Cycle. In this study, we found that four of these booke were the most suited to the proposed criteria and are similar to the goals of PCNs, while the other book presented insufficiency in scope, coherence and context of texts and images. The interviewed teachers agreed on the possibility and need of the study of the Carbon Cycle on 6th grades. It was observed that most of the interviewed teachers point that the textbooks cannot be used as a unique educational tool.