Conteúdo de solos nos livros didáticos de Ciências Naturais das escolas públicas de Humaitá-AM

Abstract

Soil is an essential component for the maintenance of the environment, understanding its characteristics, processes and especially its importance, contributes to changing the landscape related to degradation and implementing conservation and awareness actions. These actions can be carried out initially in schools, in the early years, to promote interest and, especially, to develop awareness and care for the soil. Based on this context, the study aimed to analyze the content of soils in science textbooks. This content was analyzed in three textbooks from the 6th year of elementary school, adopted in public schools and made available by PNLD 2020. The analyzed categories: theoretical content, visual resources, proposed activities, practical activities and complementary content. The LD-3 does not have initial content, although it concentrates greater amounts of visual resources compared to other books. LD-2 presented more proposed activities. The LD-1 features the fewest number of pages devoted to content, the least amount of visuals. All books develop skills in accordance with the Common National Curriculum Base. The focus of textbooks is on the presentation of conceptual content, use activities and conservation actions aimed at reducing soil degradation, contextualized with the students' reality. The activities emphasize actions of evaluation, activation, exploration, interpretation, construction and carrying out actions. Experiments were the only practical activity identified in textbooks. Regarding the complementary content, they were identified in all books, with the predominance of texts and auxiliary activities, in addition to research sources.