Sobre a análise de livros didáticos para o ensino de Física: uso da terminologia calor em um livro didático do ensino médio

Abstract

Textbooks play a fundamental role in Brazilian education, serving as an essential pedagogical tool for students and teachers in the teaching-learning process. In Physics teaching, textbooks serve as important guides and are especially important for structuring the introduction and motivation of a problem, the explanation and discussion of theories, as well as the performance and analysis of experiments. The National Program of Textbooks and Teaching Materials (PNLD) reinforces the use of these materials by evaluating and recommending them for elementary schools. Given their relevance, a careful analysis of Physics textbooks is essential to ensure the conceptual accuracy of the content and its updating in relation to scientific and technological advances. In this work, we analyze how the definition of heat and related concepts are presented in the book ``Compreendendo a Física'', by Alberto Gaspar, included in the PNLD 2018. The research was conducted based on Bardin's Content Analysis methodology, structured into three categories: conceptual, epistemological and representational. From this analysis, we identified significant conceptual and representational errors in the approach to the term heat, many of which refer to the caloric theory. These inaccuracies can compromise the understanding and adequate application of concepts and hinder a more critical and integrated view of knowledge. We hope that this specific analysis will help in the reflection on the quality of the content presented in textbooks and its impact on the teaching of Physics, encouraging more solid, consistent and meaningful learning.