Análise de livros didáticos: concepções, fundamentos e pressupostos para a formação docente

Abstract

The Didactic Book can be considered one of the main agents for the construction of knowledge in the school space, because, besides being guaranteed by law, it is supported by public policies and programs, with wide coverage throughout the Brazilian territory. This research aims to analyze the proposals of high school textbooks, with regard to financial education, that can contribute to the formation of high school mathematics teachers. To establish the relationship that allows the perception of the levels of cognitive development presented in textbooks, Bloom's taxonomy theory was founded. To fulfill the objective of the proposed study, we established, identified and selected three collections of mathematics books with the largest number of print runs in the PNLD 2017. For data collection, we chose to use the compared methodology to juxtapose data and information from the materials studied , with the possibility of analyzing the data, looking for similarities and differences in its elements. As for the analysis, from the tree of parameters, categories and indicators, we built three axes: i) textbooks; ii) teacher's manual; and iii) teaching and learning. As a product, we developed a practical guide to assist the teacher in the selection of textbooks. In our results, with the perspective turned to Financial Education, we realized that the textbook partially serves this area of knowledge, but currently it is observed that in these books the emphasis is related to the promotion of the content of Financial Mathematics, which is a small fraction. Thus, we believe that this research contributes to the area of Mathematics Education, as it will enable the training of mathematics teachers who work in Financial Education, for the development of activities and awareness of their students as citizens of society.