Pesquisa qualitativa em livros didáticos: revelando abordagens no ensino de química

Abstract

This article presents a review of literature on the History of Science and its approach to teaching science, as well as a study of the historical information relating to atomic models of Dalton, Thomson, Rutherford and Bohr, drawn from research based on the original historical documents. This is an excerpt of a mastership dissertation, in which the historical survey subsidized the development of a new qualitative research based on analytical categories that point out the History of Science conceptions and historical approach. The analysis shows that textbooks present the construction of knowledge with strong dogmatic bias, often with simple accumulation of information in linear narratives and many gaps on the historical perspectives.

The paper reveals the need of new methodologies and qualitative researches in order to analyze textbooks and congeners.