Análise dos critérios de escolha do livro didático de Química em escolas públicas de ensino médio da cidade de Parnaíba

Abstract

The task of selecting the textbook can not be done by only one person, but by a team. In order to make this choice consciously, it is important to note that the team must first understand the cultural reality of the subjects because the choice can contemplate the social and cultural diversity of the students. This paper presents the results of an investigation that had as objective to know the criteria used by high school chemistry teachers to choose the LDQ, within the scope of PNLD-2015. The research was developed in a qualitative approach, with the application of a questionnaire for teachers of chemistry of the state network and was attended by nine teachers from three public schools in the city of Parnaíba, in the state of Piauí. In order to support this research, the criteria of the Selection Guide for the Didactic Book of Chemistry (GLDQ), the MEC (2015),Some laws - LDB n. 9394/96 (BRAZIL, 1996); National Curricular Parameters (PCNs) (BRASIL, 1999); - in addition to some authors who judged themselves relevant to the discussion regarding the selection criteria of the textbook of Chemistry: Dante (1996), Romanto (2004), Carvalho (1989) Santos (2006), Santos and Mol (2005) and Roegiers (1998). The research evidenced that the main criteria pointed out by the teachers when choosing the LDQ, involve: books focused on ENEM, clear language, student reality, contextualization. Some teachers take as criteria, publisher and author with well-known names.It also showed that in most schools, teachers have a misconception about contextualization. It was observed that teachers who select chemistry textbooks are not based on PNLD criteria.