THE APPROACH TO SOCIO-SCIENTIFIC ISSUES IN THE CHEMISTRY TEACHERS APPROVED IN PNLD / 2018
Socio-scientificissues, Chemistryteaching, Textbooks.
Consideringthatthepredominanceofscienceandtechnology are clearlypresent in theeverydaylifeofeverycitizen, it isnecessaryto relate themtoinvestigative processes, making ananalysisofthe social implicationsofscientificandtechnologicaldevelopment. The importanceofthis approach toscienceteachingishighlighted in officialdocumentsthatguidenational curricular policies, emphasizingthatthetopicsandcontentsaddressedshould favor thestudent'sunderstandingofthe world andthesociety in whichhelives. In thisscenario, studieshavefoundthatworkingwith Socio-ScientificIssues in theclassroomis a greatally in addressingissuesrelatedtocurrentissues, whichstudents are facedwiththeneedto position themselves in relationtothequestionpresented, andtounderstandtherelationshipsbetween Science, Technology and Society. Giventheimportanceofthis perspective in theteachingofchemistry, it isnecessarytodiscusstherelevanceandneed for theseissuestobepresent in textbooksused in schools, consideringthatteachers use this material as aninstrumenttoguidetheiractivities in theclassroom. .Giventhis, thisresearchaimstoidentifyandanalyzehowSociocientificIssues are addressed in Chemistrytextbooks, approved in PNLD / 2018. For this, contentanalysiswasused as aninvestigationtechnique, accordingto Bardin (2011), andtheIramuteq software, as a support tool for theexplorationofmaterials. The results point to a lackofSocio-ScientificIssues in theanalyzedtextbooks, highlightingtheneedto update theseinstruments.