A história da biologia e sua abordagem nos livros didáticos do novo ensino médio

Abstract

The discontent with the current high school in Brazil, culminated in the year 2017, in the institution of the New High School. In this sense, the Didactic Book started to be organized according to the areas of knowledge, where biology together with chemistry and physics, formed the Didactic Books of Natural Sciences and Their Technologies. In 2021, the Textbook collections were approved by the National Plan for Books and Teaching Material (PNLD). However, the historical representation of scientific progress and study are not included as criteria for the evaluation of Textbooks. In this sense, this work aimed to investigate the approach of the History of Biology in Textbooks of Natural Sciences and Technologies (CNST), approved by the National Plan for Books and Didactic Material, respective to the triennium (2022-2024). Therefore, this work has a qualitative-quantitative approach. To this end, the methodological procedures of Silva (2018) were used, combined with the content analysis of Bardin (2016), as well as the analysis criteria of Carneiro and Gastal (2005). In this perspective, evaluation tables were prepared for the main and complementary texts, images and questions. In addition, the accounting of total paragraphs, with History of Biology, in addition to pages and paragraphs dedicated to each specific area of biology. Eight book collections were evaluated, four from 2018 and four from 2021. Based on the information collected and the data produced, it was possible to verify that the Textbooks of 2021 showed a significant decrease in all analyzed aspects. Whether in quantitative and/or qualitative terms. On average, the 2021 books had fewer images, questions and paragraphs, with the vast majority having a weak or reasonable approach to the History of Biology. It was also observed the complete exclusion of areas of biology such as embryology and zoology. Therefore, it was possible to verify that the Textbooks of 2021 do not present an adequate approach to the History of Biology. In view of the finding of inadequacy, it is necessary that the History of Biology be incorporated into other teaching materials and teaching methodologies, such as Life Projects (PV), Integrating Projects (PI), Training Itineraries (IF), specific training works for teachers and managers, literary works and digital educational resources. If, on the one hand, the New High School drastically reduced the contents and History of Biology of books, on the other hand, it offers an opportunity to diversify the approach, given that the book alone is not enough for an adequate approach. The understanding of the proper use of these methodologies and teaching materials in the approach of the History of Biology, is presented as a continuity for future research.