Banca de DEFESA: JOELSON MONTE DOS SANTOS

Uma banca de DEFESA de MESTRADO foi cadastrada pelo programa.
STUDENT : JOELSON MONTE DOS SANTOS
DATE: 25/02/2025
TIME: 14:00
LOCAL: Google Meet
TITLE:

ANALYSIS OF THE CHOICE OF TEXTBOOKS FROM THE PERSPECTIVE OF BIOLOGY TEACHERS

KEY WORDS:

 

Continuing education of Biology teachers; Didactic workshops; Perspectives of biology teachers; Criteria for selecting Biology textbooks

PAGES: 217
BIG AREA: Ciências Humanas
AREA: Educação
SUMMARY:

 

The Textbook is introduced into public school classrooms throughout Brazil through the National Textbook and Educational Material Program (PNLD), based on teachers' selection. The general objective of our research is to analyze the knowledge, teaching orientations, physical, and representational aspects of the Natural Sciences textbook as perceived and communicated by teachers responsible for choosing this resource. Our guiding question is: How do Biology teachers choose textbooks, and what criteria underpin their choices? To address this, we opted for qualitative research, specifically intervention research, incorporating elements of descriptive studies, participant observation, document collection, interdisciplinary didactic workshops (ODI), and employing research tools such as document collection, focus groups, video recordings of the didactic workshop, and field diaries. Data interpretation was conducted using Dialectical Hermeneutic Analysis (DHA). The epistemological perspectives developed in this work are reflected in the methodological approach adopted, characterized by its ability to describe and analyze our object of study, yielding significant insights into how teachers evaluate the research problem. The study revealed critical reflections on the role of basic education teachers in selecting and utilizing textbooks, highlighting the ODI as a powerful strategy for fostering critical and collaborative reflection. During this process, teachers identified essential criteria for selection: textual clarity, cultural and scientific relevance, accessibility, visual organization, alignment with curricular objectives, and student needs. Despite its importance, the textbook remains undervalued in discussions about quality and equity in education. Furthermore, the study underscored the need for greater representation of local realities and interdisciplinary practical activities to make teaching more contextualized and meaningful. The ODI experience in continuing education proved to be a fertile ground for strengthening teacher autonomy, promoting reflections on pedagogical practices and the criteria for selecting teaching materials. This process benefits both teachers and students by ensuring access to materials better suited to local realities and needs.
A promising avenue for future research is the expansion of the ODI approach to other knowledge areas, such as Chemistry and Physics, to evaluate whether the criteria identified by Biology teachers are consistent or if there are significant variations across teaching areas. These workshops could be tailored to different knowledge areas and educational levels, ensuring teachers access detailed and contextualized information based on available materials, considering technical, pedagogical, and social aspects of textbook use. Education is, above all, a political act. The choice of textbooks reflects the worldviews, values, and objectives we aim to transmit to future generations. Therefore, it is crucial that this choice is made consciously, collaboratively, and thoughtfully, considering both student needs and the demands of contemporary society.

 

COMMITTEE MEMBERS:
Presidente - ***.118.734-** - IVONEIDE MENDES DA SILVA - UFRPE
Interno - THIAGO ARAUJO DA SILVEIRA
Externa à Instituição - RITA PARADEDA MUHLE - UPE