O livro didático e o ensino de zoologia: uma análise crítica do conteúdo nos anos finais do ensino fundamental

Abstract

This study investigated the approach to Zoology content in science textbooks for the final years of elementary education, aiming to evaluate the presence, quality, and organization of this content concerning the guidelines of the National Common Curricular Base (BNCC). The study was motivated by the importance of Zoology in science education for the development of investigative skills and the understanding of biological phenomena in students' daily lives. The research used a qualitative and descriptive approach, analyzing six textbook collections approved by PNLD (2024-2027), available virtually. Criteria such as theoretical adequacy, textual clarity, scientific updating, visual innovation, and practical activities were considered. The methodology involved identifying the presence of Zoology content, its relationship with the skills proposed by the BNCC, and the evaluation of aspects related to organization, complementary resources, and the quality of pedagogical material. The results showed that although Zoology-related content is present in several BNCC skills, it is not explicitly described in the knowledge objects, making its clear identification challenging. An uneven distribution among grades was found: the 7th grade concentrated most of the analyzed content, while the 9th grade presented significant gaps. Criteria such as grade-level adequacy and information coherence were well-rated, demonstrating alignment with students' cognitive levels. However, challenges such as textual clarity, scientific updating, and innovation in visual resources compromise the effectiveness of learning. The absence of experiment guides and the limitation of practical activities stood out as negative aspects, reducing opportunities for dynamic and investigative learning. It is concluded that although textbooks are indispensable tools in science education, they still require significant improvements to fully meet curricular demands and promote a more integrated and meaningful Zoology teaching. The research highlights the need for greater alignment between the BNCC guidelines and the content presented in textbooks, as well as the importance of diversified and collaborative pedagogical practices. This study contributes to reflections on the role of textbooks as central elements in the educational process, pointing out ways to make them more effective in shaping critical, conscious students capable of applying the knowledge acquired in different contexts.