Dinamismo e estaticidade: uma análise das tecnologias presentes em livros didáticos

Abstract

This dissertation aims to analyze how textbooks distributed by the “Programa Nacional do Livro Didático” to urban municipal schools in the municipality of São Borja/RS include digital technologies in their works, as well as which resources are used. In this context, from the total of four schools, three collections were analyzed (two use the same material), namely: “Projeto Araribá: matemática”; “Matemática: compreensão e prática” and “Coleção Convergências”. The methodology is based on the Content Analysis proposed by Bardin (2016), where the following categories were determined for analysis of the student's book: "Interaction", "Technological context", "Instructional", "Suggestion or complement" and "Presence of icon with no indication of use”. In the case of the Teacher's Manual, the mentioned resources were considered and in what context they are indicated. In terms of results for the student's book, it is possible to point out that the calculator is the most recurrent resource and, considering the technologies in a broad way, its use occurs mainly as context for problems or questions, that is, in the form of exercises that involve resources. Regarding the Teacher's Manual, various technological resources are emphasized, but with a similar approach, in order to complement the development of the student book and the work of the classroom. The material destined to the teacher could also present explanatory materials on how to use resources such as softwares and applications, little explored in this section. Thus, considering that the school, the student and the teacher are part of a society permeated by digital technologies, these could be more explored by the textbooks, beyond the use of the calculator, since there are a range of other resources, such as mobile devices, social networks and virtual learning environments.