Audiovisuals in physics textbooks: Approaches in critical perspective for science education

Abstract

The integration of audiovisuals into Science Education is the object of study by many researchers, proposing their incorporation into teaching and learning proposals from a critical and intrinsic perspective to the curriculum, not just with an illustrative, instrumental and complementary character. Assuming that textbooks are the main pedagogical materials that teachers and students of brazilian public basic education have access to, in this work we seek to highlight situations present in Physics textbooks that propose the use of audiovisual in a critical perspective, instigate studies of socioscientific aspects of the contents treated and take into account the active and protagonist participation of the students. When analyzing six collections approved in the Brazilian Textbook Programo f 2018, we identified many instances of the use of audiovisual media in a merely illustrative way and to reinforce the transmission of content by the teacher. However, in three of these collections, we identified some rare proposals in line with advances in research on the use of audiovisuals in Science Education. We will present some of these proposals with the intention of serving as an example to basic education teachers for more critical approaches and for the design of activities in which students can have a more active participation in the construction of their knowledge.