Uma análise das atividades experimentais nos livros didáticos de ciências da natureza do ensino médio

Abstract

This dissertation aimed to investigate the approaches to experimental activities in high school science textbooks, focusing on the Chemistry curricular component. The research is qualitative and documentary in nature, using Bardin's (2016) content analysis method on seven collections approved by the 2021 PNLD. This edition was chosen because it is the first aligned with the BNCC guidelines. The results indicate that the investigative approach is less prevalent than the illustrative, conceptual, and technical approaches, highlighting room for improvement in teaching materials. This highlights the role of teachers in adapting these proposals to a more investigative approach, despite the challenges imposed by the school environment, such as planning time and the high demand for content to be covered. The conclusion is that, although the books analyzed promote intellectual autonomy and intermediate critical reflection among learners, the use of textbooks as a resource and educator-mediated experimentation remain valuable tools for learning.