A inserção dos espaços não formais nos livros didáticos de ciências do ensino fundamental anos finais

Abstract

An ally to Science Teaching is the textbook, a pedagogical resource and often the only instrument that the teacher has available to use in schools, the teacher has an important role in the use of the textbook in different ways in order to provide the student with support for activities of teaching and learning. Another ally in science education are nonformal spaces, the inclusion of non-formal spaces in textbooks can awaken the creative potential of students and motivate interest in science. These spaces provide curiosity in their visitors and offer an educational complement, in order to supply or reduce some deficiencies found in schools and textbooks. Thus, the objective of the present study was to analyze how the Science textbooks of the final years of the PNLD 2020 insert the theme of non-formal spaces in a way that contributes to the teaching and learning process, through Bardin's Content Analysis (2016). For this, the analysis of 8 science collections of the final years was carried out, through the three phases of content analysis, the floating reading of the books that corresponds to the pre-analysis phase, from which the keywords related to non-formal spaces emerged. , the exploration phase of the material to organize the keywords and the phase of treatment of the results. In the 8 collections, the presence of the theme non-formal spaces was verified, inserted in different contents and how the suggestions of activities in non-formal spaces help in the teaching-learning process. Keywords: Textbook; Non-formal spaces; Science teaching