How the textbook is inserted in the pedagogical practice of Biology high school teachers in Sobradinho, Distrito Federal, Brazil
DOI:
https://doi.org/10.21344/iartem.v10i1-2.717Keywords:
textbooks, biology textbooks, biology teachers, teaching biologyAbstract
Textbooks have been present in teaching practices for a long time. It is commonplace to find students and teachers carrying several textbooks to school every day. However, does their presence in classes ensure their use? What roles do they play? Textbooks are teaching resources that are freely distributed by the Brazilian Federal government to public school students, by the National Textbook Program (Programa Nacional do Livro Didático - PNLD) and teachers choose the books to be delivered to their schools. These were factors that motivated the research about if these books become part of the teacher’s pedagogic practice and, if confirmed, how. Observations were made during biology lessons in some high schools in Sobradinho, Federal District (central Brazil), and questionnaires were distributed to the teachers, who were interviewed. The results show that the use of biology textbooks by teachers was restricted to planning the activities to be developed during the classes, thus pointing to their underutilisation in classrooms. Teachers do not often use the teacher’s guide, instrument that is part of the textbook. More studies about this subject are necessary in the teaching of biology
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