Um olhar sobre os livros de Ciências da Natureza nos primeiros anos do Ensino Fundamental com ênfase nos conteúdos da Física

Abstract

Our research main goal is to map the content and methods currently presented in two of the most used collections of Science Textbooks for the 1st and 2nd grade of the Public Elementary Schools in Ituiutaba/MG, from the perspective of Physics Scientific Literacy. We systematically researched and reviewed nine pedagogical activities to develop the classroom settings in which they should be used, then performed an analysis to reveal the strengths and echo the absences of physics pedagogy and scientific literacy. The textbook is still the primary source of content even if the teacher must make careful additions in order in order to effectively achieve scientific literacy; however, considering that the textbook does not explicitly address nor emphasize the contents of Physics, the spur of learning this branch of science suffers a severe loss. The meagerness of the content and the shallow features of the activities compromise the scientific literacy intended by the textbook and represents a real challenge to be faced by teachers at this stage of Elementary Education. Our results provide a complement to every teacher who wants to increase his/her/their practice.