CTSA APPROACH IN TEXTBOOKS: AN ANALYSIS OF WORKS IN THE NATURAL SCIENCE AREA OF THE NEW HIGH SCHOOL

Abstract

This research aims to conduct an analysis of textbooks in the area of Natural Sciences and their Technologies, recommended by the Ministry of Education through the National Textbook Program (PNLD-2021), targeting High School education. The objective was to investigate how the approach of contextualizing Science, Technology, Society, and Environment is developed throughout its content when related to the Chemistry curricular component. For this, the methodological procedures were based on qualitative research, and data analysis was characterized by Content Analysis. The research was conducted by analyzing 3 units/chapters of 3 textbooks, based on the references of Marcondes et al. (2009) and Silva and Marcondes (2010). From the analyses carried out, it was identified that the books still present a less inquiry approach, and most of their contents do not show concern with factors that contemplate the scientific and technological field, as well as their social and environmental aspects, in order to articulate the teaching of Chemistry with the CTSA approach. Furthermore, few exercises demanded high cognitive efforts from students, and the experiments are mostly based on a demonstrative perspective. In this sense, although the works indicate that their contents are based on the perspective of CTSA contextualization and problematization, much still needs to be done so that this approach is fully incorporated according to the understanding of the literature in the area. This shows that we still need to advance in proposing instructional materials that help the teacher in developing a practice to promote efforts aimed at a more critical formation that transforms reality for our students.