PERCEPÇÃO DO ESTUDANTE DO ENSINO MÉDIO A RESPEITO DO LIVRO DIDÁTICO

Uma revisão integrativa

Abstract

This integrative review aimed to synthesize the available evidence on high school students’ perceptions of the textbooks used in classroom instruction. Although students are the primary end users of these materials, research has largely favored teachers’ perspectives, leaving gaps in understanding how learners evaluate and engage with textbooks. The search was conducted in the ERIC, SciELO, CAPES Portal, and Mendeley databases, considering studies published between 2021 and 2024. Quantitative, qualitative, and mixed-methods studies that directly addressed student perceptions were included. The final corpus comprised eight studies conducted in Nigeria, Indonesia, Iran, Ghana, and the United Kingdom, spanning subject areas such as Science, Mathematics, English as a Foreign Language, and English for Specific Purposes. The findings reveal four main trends: (1) textbooks significantly influence conceptual understanding and may hinder learning when explanations are insufficient; (2) students critically evaluate textbook quality, acknowledging strengths while identifying weaknesses related to clarity, aesthetics, and cultural contextualization; (3) learner autonomy is insufficiently supported, as materials show limited alignment with constructivist approaches; and (4) design features, such as diagram integration, shape perceptions of quality and engagement. Although the evidence demonstrates methodological robustness, limitations include small samples, geographically restricted contexts, and reliance on self-reported data. The review concludes that student perceptions are essential for improving high school textbooks. It is recommended that educational policies, teacher training, and material development processes systematically incorporate student voices and promote comparative and experimental studies.