Os conteúdos de estrutura da matéria em livros didáticos do PNLD (2028-2021): avanços e/ou retrocesso?

Abstract

The research emerges from the implementation scenario of the New High School (2017) and the approval of the Common National Curricular Base (BNCC) (2018) and its developments in the National Book and Teaching Material Program (PNLD) (2021), focusing on the organization of Chemistry content. In the PNLD 2021, in which textbooks were no longer organized by curricular component and began to be structured by area of knowledge, grouping Chemistry, Physics and Biology in the area of Natural Sciences and their Technologies (CNT). The general objective was to investigate the approach to Chemistry content, specifically the topic Structure of Matter, comparing its presentation in didactic works of two editions of the PNLD: Chemistry (2018) and CNT (2021). The research sought to characterize and analyze the changes in the curricular organization, contrasting the model by area of knowledge with the previous structure based on curricular components. As a corpus of analysis, textbooks proposed by authors who remained in both editions were selected, namely: Mortimer and Machado (2018) and Mortimer and Colaboradores (2021). The specific objective was to understand how the approach to Chemistry content and the interrelations with the curricular components of Biology and Physics are carried out, considering that for the first time the materials were prepared from an interdisciplinary perspective. The study is characterized as a qualitative research, based on Document Analysis (Cellard, 2012), using as data analysis methodology the Discursive Textual Analysis (DTA), by Moraes and Galiazzi (2020). The results present two categories that emerged from the process of understanding the data, namely: 1) The paths of Mortimer and Machado's textbook: comparative analysis and 2) Pseudointegration in textbooks: interdisciplinarity or rhetorical discourse? Through these categories, an understanding of the textbooks was constructed by comparing the six volumes of the 2021 textbooks with their previous edition, the PNLD of 2018, organized in three volumes. It was observed that the new organization presents content from the 2018 edition, in a summarized and fragmented way, regarding the structure of the subject. In the PNLD 2021, the contents are distributed in different books, but without achieving integration between the different curricular components (biology, physics and chemistry), evidencing the fragmented approach to chemistry contents. In this sense, it is necessary to reflect on the contents and scientific training offered to high school students as a matter of urgency.