PROGRAM CONTENTS ON SCIENCE TEXTBOOKS FROM 6TH TO 9TH GRADE OF BRAZILIAN ELEMENTARY SCHOOL

Abstract

This paper investigates the organization of the Science contents present on textbooks from Secondary school, approved by the National Textbook Program in 2017, regarding the methodological framework of content analysis. Two categories of collections were established by the researchers: the traditional and the non-tradicional Science textbooks. Data analysis revealed ten Science collections from the 2017 Textbooks’ Guide seem to propose a traditional Science aspect, according to the distribution of the Science textbooks, while non-traditional textbooks are three collections. We infer that there are no changes in the content structure of these Science Textbooks since the traditional textbook is possibly more selected yet, thus the innovative character collections have less adherence by the active teachers. We observed this choice leads the textbook to remain conceived within a traditional model in relation to the contents, it is a factor that persists strongly in its production, with a great impact on the curricular structure of the collections. We conclude that the set of collections remains concentrated in an organization outdated according to the current educational legislation, centered on compartmentalized and non - integrated areas of knowledge, instead of integrated thematic axes and with a progressive conceptual approach throughout the school years.