Ligações químicas nos livros didáticos de química do PNLD 2021-2025: uma abordagem histórico-conceitual

Abstract

Teaching chemical bonds often relies on decontextualized approaches, which can make reflective learning difficult. In this scenario, textbooks emerge as a central pedagogical resource and, therefore, the National Textbook Program (PNLD), aligned with the National Common Curricular Base (BNCC), promoted a structural change, replacing the old Chemistry Textbooks (LDQ) with integrated works of Natural Sciences and their Technologies (CNT) with an interdisciplinary proposal. In view of this transformation, this work aimed to carry out an analysis from the historical-conceptual perspective of chemical bonds in the seven approved CNT collections. To this end, the research adopted a qualitative and interpretative methodology, in which the pertinent chapters are analyzed and compared with primary and secondary references from the History of Chemistry, in order to evaluate the presentation of the historical and conceptual aspects of the subject. The results indicate that the conceptual approach to chemical bonds is generally descriptive and not very in-depth, with the definition of stability being highlighted only in the CNT1 collection. Electronegativity appears with greater emphasis in CNT3 and CNT5, but without any dialogue with their theoretical bases. Regarding the order of presentation, only three collections follow Pauling's theoretical structure. The historical dimension is treated in a punctual and superficial manner, with little contextualization of the characters and theories. It is concluded that the books analyzed lack integration between the conceptual and historical aspects, which compromises the critical and contextualized understanding of Chemistry