Nature of Themes and Textbooks: Limitations and Potentials in the 'Amplitude' Collection for Elementary Education

Abstract

This study analyzes the nature of the themes in the “Amplitude: Ciências - Ensino Fundamental” collection, part of the 2021 National Program for Textbooks and Teaching Materials (PNLD), reflecting on how the textbook presents scientific knowledge, its intentions, implications and influence on Science Education. The research employed Discursive Textual Analysis as its methodology, combining qualitative and quantitative approaches. It focused on the collection’s two main divisions: Topics, which present theoretical content, and Interconnections, which includes the subdivisions Activities, Scientific Investigation and Dialogues. To categorize the themes, five analytical dimensions were distinguished: conceptual, contextual, social, political and environmental. The results indicate that the collection prioritizes a conceptual approach, in which Science Education is reduced to the presentation of concepts disconnected from contextual, social, political and environmental issues. The section Topics maintain a fragmented structure, while Activities and Scientific Investigation mostly reinforce simple knowledge verification. Although sections such as Dialogues have the potential for deeper reflections, they appear isolated, lacking integration with the rest of the material. The study highlights the need to reconfigure the approach and use of textbooks in Science Education to promote a more critical, integrated and student-centered learning environment. To achieve this, it is essential to incorporate problematization, contextualization and interdisciplinarity, ensuring greater meaning and dialogue in the learning process.