A comparative study about experimental activities in coincident Physics Textbooks recommended by 2012 and 2015 PNLD issues

Abstract

The high school requires a comprehensive and meaningful learning of content, the teacher should make use of available teaching resources and appropriate for your practice. In this perspective, the experimental activity becomes an important teaching tool to be explored in the study of physics, which can also be experienced by students through textbook (LD). In this research, carried out a comparative analysis of experimental activities in Physics collections coincide in editions of 2012 and 2015 National Textbook Program (PNLD). To do this, apply the classification proposed by Barros (2009), based on skills and abilities of the National Curriculum Guidelines for Secondary Education (PCNEM) (BRAZIL, 1999) and in structuring themes of their complementary educational guidance (NCP) (BRAZIL, 2002). The results show a non-uniform distribution of the experiments in the subjects of physics, which still prevail arrangements related to the movements of bodies. For categories and dimensions of analysis, it appears that the authors seek to highlight the skills and PCNEM skills, however the social historical aspects remain poorly covered in the two editions of the program. Finally, it is hoped that the information presented in this work can contribute to the teaching practice, focusing on experimental activities of Physics textbooks.