Analisando livro didático de ciências adotado em escolas públicas de Conselheiro Lafaiete

Abstract

A major concern of the past two decades in relation to education in Brazilian schools is the quality education toward citizenship. The school, an institution responsible for the education of students who should lead them to a critical view of reality and encourage them to be ethical conduct to act in this world so complex, surrounded by new technologies and problems of social, political, economic, cultural and environmental. With so many changes in modern society, science teaching, in particular, should promote learning for reality. For this feat, the science teachers should discuss with their students on issues of major impact. Thus, the science teacher and students should rely on materials that bring questions that provoke reflection of the multiple aspects of reality. To this end, the textbook of Sciences, has devoted the main didactic support material in the school universe, should constitute a material that stimulates the formation of critical citizens, able to opine, to investigate, formulate hypotheses, to deduce data and draw conclusions critically. With this perspective, analyze Science textbooks used in public schools Conselheiro Lafaiete and how teachers use this feature is important because in some ways reflects the success of the student and how he uses the learned knowledge for decision decisions. With a view to further research on the major activities proposed by science teachers in the classrooms of the 7th year of public schools in Conselheiro Lafaiete (MG), 11 teachers from 11 public schools that were selected to participate in an interview that involved aspects of the profile of the teacher, the textbook used in their science classes and the everyday life of science lessons with their students in the seventh grade. The 11 schools were selected according to criteria of choice and use of science textbooks. It was made scheduling interviews with these teachers. The choice for the interview to teachers who teach in the 7th year was due to my professional experience, which is based on the teaching of Sciences of the 7th year.