Navegando por Assunto "Textbooks"

Agora exibindo 1 - 3 de 3

Acesso aberto (Open Access)
Análise das atividades propostas em livros de língua portuguesa do 9° ano do ensino fundamental: estudo com base na linguística aplicada
(Universidade Federal do Pará, 2019-12) MORAES, Benedito Júlio; COSTA, Naír Miranda da; SÁ, Talita Rodrigues de
This research aims to analyze activities that make up the portuguese language textbook, intending to verify if their elaboration is based on the concepts of Applied Linguistics. The methodology is based on the bibliographic review on the topic, since it allows the observation of conceptual aspects, content and relevance of production, as well as of the patterns of scientific construction and of the considerations relevant to documentary research and research in Portuguese Language textbooks 9th grade of elementary school. The selection of textbooks was made based on the following criteria: structure, theoretical bases, content relevance. The analysis of the works allows us to conclude that the opportunity to know and compare the structure that makes up the textbooks, supported by Applied Linguistics, allows us to weave reflections on the linguistic conceptions that are important to the construction and organization process of the textbook.
Acesso aberto (Open Access)
Geração espontânea e evolução química gradual em livros didáticos do ensino fundamental
(Universidade Federal de Mato Grosso, 2020-12) PANTOJA, Ana Laura Pureza; VIEIRA, Eduardo Paiva de Ponte
Origin of Life, as curricular content, is a controversial topic. Knowledge from various areas supports several hypotheses and plausible scenarios to explain how life originated on Earth, making room for the conflicts that exist in this matter, in addition to expressing characteristics of the nature of scientific knowledge. It is in this perspective that the approach can be linked with the History and Philosophy of Science (HPS), so that views of science that refer to the linearity of knowledge construction and the absence of conflicts are not reinforced. The discourse analysis proposed by Michel Foucault can be used as an analytical device to think about the approach of History and Philosophy of Science recommended in textbooks of basic education. Therefore, this work aims to see which discourse(s) go about the theories on the school content “Origin of Life”, strictly in relation to the theories of Spontaneous Generation and Gradual Chemical Evolution, in the elementary school textbooks for the 7th grade. The analysis indicates that the theories of Gradual Chemical Evolution and Spontaneous Generation are recurrent in textbooks with a positivist historiographical aspect, composing statements that establish the potential circulation and legitimation of scientific knowledge.
Acesso aberto (Open Access)
Origem da vida: discursos em livros didáticos do ensino fundamental
(Universidade Federal do Pará, 2020-06-10) PANTOJA, Ana Laura Pureza; VIEIRA, Eduardo Paiva de Pontes; http://lattes.cnpq.br/2902323640527915; https://orcid.org/0000-0003-1641-7014
As curricular content, Origin of Life constitutes a subject of controversial nature. Information from various areas supports several plausible hypotheses and scenarios to explain how life originated on Earth, enabling multiple conflicts and which invariably have features related to the nature of scientific knowledge. It is from this perspective that the approach needs to be linked to the History and Philosophy of Science (HPS), so as not to reinforce visions of science that refer to the linearity of knowledge construction and absence of conflicts, for example. The discourse analysis, developed by Michel Foucault in his works, presents theoretical assumptions that can be used as an analytical device to think about this production and approach of HPS in basic school textbooks. Thus, this paper aims to visualize which discourse (s) circulates on the theme Origin of Life, as curricular content, in the textbooks of the 7th year of elementary school. The analysis indicates that the theory of prebiotic chemistry; the spontaneous generation; Cosmic Panspermia and Astrobiology are recurrent in textbooks, with a positivist historiographic aspect, composing statements that establish the possibilities of circulation and legitimation of scientific knowledge, although some explanations remain in production and not legitimized in hegemonic scientific communities.