A Teoria das cores de Newton: análise de livros didáticos aprovados pelo PNLD 2018

• Ano de defesa: 2023
• Autor(a) principal: Costa, Vânia Katyane de Oliveira
• Orientador(a): Barros, Marcos Antônio
• Banca de defesa: Dantas Filho, Francisco Ferreira , Nóbrega, Mayane Leite da , Pereira, Jaene Guimarães
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso embargado
• Idioma: por
• Instituição de defesa: Universidade Estadual da Paraíba
• Programa de Pós-Graduação: Programa de Pós-Graduação em Ensino de Ciências e Educação Matemática - PPGECEM
• Departamento: Pró-Reitoria de Pós-Graduação e Pesquisa - PRPGP
• País: BR
• Palavras-chave em Português: Historiografia; Livro didático; Análise de conteúdo; Teoria das cores de Newton; Ensino de Física
• Área do conhecimento CNPq: EDUCACAO
• Link de acesso: https://repositorio.uepb.edu.br/handle/123456789/74098

Taking into consideration the importance that the didactic book exerts not only in the school setting and how much it influences student learning, especially not in science teaching, this research proposes an analysis, based on a conceptual and historical-philosophical approach, of the "crucial experiment" and of the theory of Newton's cores, present in didactic books of Physics in relation to PNLD/2018 for the medium teaching, last consignment before its reform, which is still present in public and private educational environments. Thus, it is intended to analyze, at least, five different books of the collection, finding out the space destined to theory, in the form of approach, the historical-philosophical elements present, whether implicitly or explicitly and, we will dissertate on these elements, from their presentation due to its influence on the understanding of epistemological questions, not related to the knowledge of the nature of science and of scientific activity. For this, we trace the following research question: How do the didactic books of Physics of environmental education contemplate the historical approach to nature (dispersion) of light by Isaac Newton? Methodologically, it is adopted as a qualitative research of a documentary nature. For data collection, it was used as a tool for content analysis, proposed by Bardin (2021), as well as the characterization chart of the categories and subcategories of analysis and the context record units, formulated by Silva (2021). At the end of the research, an instrumentalized didactic material for Physics teachers is expected to be built, with the intention of helping it in the insertion of the History and Philosophy of Science (HFC) in the classroom. In general, it is necessary to have a differentiated look when it comes to the use of HFCs in the classroom, as possible distortions of conceptions can be obtained about Science, through the didactic book or the implementation of HFCs in the wrong way. It is necessary to look in a hurry so as not to commit a disservice to our own quests of nature, science and scientific work.