Meanings of contextualization in physics' textbook from the national program of textbook.

Autor/inn/en	Cersosimo, Bruno Henrique; Braga Garcia, Tânia Maria F.
Titel	Meanings of contextualization in physics' textbook from the national program of textbook.
Quelle	Aus: Gissel, Stig Toke (Hrsg.): Researching textbooks and educational media from multiple perspectives. Analysing the texts, studying their use, determining their impact. Odense: UCL University College (2020) S. 151-162 PDF als Volltext kostenfreie Datei Link als defekt meldenVerfügbarkeit
Beigaben	Diagramme; Illustrationen; Literaturangaben S. 161-162
Sprache	englisch
Dokumenttyp	online; Sammelwerksbeitrag
ISBN	87-971113-0-9; 978-87-971113-0-7
Schlagwörter	Curriculum; Schulbuch; Erkenntnistheorie; Physikunterricht; Brasilien
Abstract	Created by the federal government in 1985, the National Textbook Program (PNLD) regulates the production, evaluation, selection and distribution of textbooks for Brazilian public schools. In the late 1990s, the federal government published the National Curriculum Parameters to guide the organization of public education. The need to contextualize teaching contents regarding social, historical, cultural, and economic aspects has gradually become central to the methodological discussion in these documents, as well as to the definition of criteria for the evaluation of textbooks within the PNLD. This is the theme of the research whose partial results are presented in this text. The main objective is to analyze the contents of the Physics textbooks approved by PNLD to identify meanings that the concept of contextualization assumes in the propositions made by the authors, discussing them based on theoretical references and national curricular documents. This is a documentary research in which the contents of selected textbooks are analyzed. Two main indicators were taken into account: the use of Philosophy and History of Science and the relationship between scientific and everyday knowledge. Findings suggested that different contextualization resources are presented in the textbooks and that contextualization is still seen as a didactic resource rather than a constitutive element of scientific epistemology. Implications of teaching are outlined at the end of the paper.
Erfasst von	Leibniz-Institut für Bildungsmedien \| Georg-Eckert-Institut (GEI), Braunschweig
Update	2023/1