Biodiversidade, conservação e sustentabilidade no 9º ano do ensino fundamental: uma análise de livros didáticos de Ciências de escolas públicas do município de Floriano, Piauí

Abstract

Throughout the history of Brazilian education, textbooks have established themselves as the primary pedagogical resource used in elementary school classrooms. In this context, it is timely to evaluate how these increasingly relevant topics are addressed. This qualitative study aimed to analyze how the themes of biodiversity, conservation, and sustainability are addressed in 9th-grade science textbooks. Two of these were adopted by the municipal public school system of Floriano, Piauí, and one was only included in the selection process. Three textbooks ("Araribá Mais Ciências," "Teláris Essencial Ciências," and "#Sou + Ciências") were evaluated based on their content, visual resources, and proposed activities focused on these topics. All textbooks address the topics of biodiversity, conservation, and sustainability clearly and in a manner consistent with the students' maturity level, but "Teláris Essencial Ciências" and "#Sou + Ciências" stand out for their current scientific knowledge, holistic perspective, and contextualization with which they address the topics. Furthermore, these works stand out for the high quality and variety of visual resources and the range of activities that connect with everyday life, encourage collaboration, and diversify cognitive skills. The results provide insights that can guide teachers in the critical selection of teaching materials, contributing to improving the quality of science education, with a focus on building a more reflective, contextualized, and environmentally committed education.