Análise da contextualização do tema das hidrelétricas em livros didáticos de Ciências da Natureza e suas Tecnologias aprovados no PNLD de 2021

Abstract

With the advance of information in the contemporary world, science education, particularly the teaching of physics, has been the subject of debate about more meaningful methods for the teaching and learning process. Studies show that physics teaching in many contexts still follows a dogmatic and traditional approach, disconnected from the reality experienced by students. Choosing themes with social relevance and practical application can be a good strategy for promoting contextualization in science teaching. The theme of Hydroelectric Power Plants (HPPs) represents a unique opportunity to develop contextualized pedagogical practices that enable interdisciplinary dialogues in science teaching, in line with the principles of Scientific Literacy. One way of investigating whether this theme is being addressed in science teaching is by analyzing the textbook. In this sense, the following research question arises: what are the possibilities for contextualizing the topic of electricity generation and distribution in UHEs in NaturalSciences textbooks, approved in the 2021 PNLD? To answer this question, the general aim of this research is to analyze the contextualization of the topic of electricity generation and distribution in hydroelectric power plants (HPPs) in natural sciences textbooks. The methodology adopted in this work is qualitative and based on content analysis. We identified six collections of textbooks on natural sciences and their technologies for secondary education, but for our analysis, we considered the three that presented the most on the subject of hydroelectric plants. Each collection has six books in its composition, but the theme of hydroelectric plants was dealt with in one or two volumes of each collection. We found that the collections contextualize physics topics based on hydroelectric plants, bringing up debates on environmental, social, and economic issues, which enable dialogues between three areas of knowledge (CNT, CHSA, and MT). Therefore, to promote scientific literacy, it is important that science teaching, especially physics teaching, works with topics involving the generation and distribution of electricity in hydroelectric or other types of power plants. This work should be contextualized, encouraging reflection on the various issues related to this topic.