Sistema genital feminino: um estudo das imagens apresentadas em livros didáticos de Ciências

Abstract

The textbook (LD) is a material widely used in the classroom and of importance for teaching, responsible for discussions and development of different practices. It is important that the texts presented in textbooks present a connection between science, culture and society, keeping the content adequate to the reality of the students, for the respective construction of knowledge. The LD presents images, photos, drawings with the aim of illustrating and facilitating the understanding of the texts and content. Images are widely used by teachers to help in the presentation of content in their classes, and may favor student learning, thus facilitating the construction of learning and illustration of the content worked. Learning may vary as images are developed. When we relate the human body to education, we feel that since childhood, students study this content and know parts of their bodies. The study of the human body, in its broad aspects, enables critical and citizenship training, adding to individual and collective health. Therefore, working the human body at school enables greater care in relation to individual and collective health, such as physical, mental and social health. This research aims to analyze the images used in Science textbooks for the 8th year of Elementary School - Final Years, of the PNLD 2019/2020 regarding the typology of these images. The point of analysis starts from the question: how are the images related to the female genital system being developed in science textbooks? To carry out this research, the methodology used presented a qualitative approach, in order to understand and interpret, investigating what is present in the text in a hidden way, the methodology used was the one proposed by Perales and Jiménez (2022) with adaptations by Zanin (2015), which were also used and extracted from Silva's research (2017), in which categories were selected a priori. From the analysis of 23 images, classified into categories of figurative design, scheme, reflective, connotative, denotative, synoptic, partial, total, relational and without label. As a result, we obtained 1 image that fit into the figurative drawing subcategory and 22 into a schematic, these being present in the iconicity category. In the functionality category, the 23 images were classified as reflective. In the relationship with the text category, we found 3 connotative, 7 denotative and 13 synoptic images. In the last category analyzed, verbal tags, we found 19 images classified in the total nominative category, 3 in relational and 1 without tags. The images and illustrations present in textbooks should allow the content addressed, in this case the female genital system, to appear clearly to the student, they need to be related to the texts present in the book. At the end of all the analyzes it can be observed that none of the books presented images that fit in all categories and subcategories. It is also possible to highlight the importance of approaching the content of the human body, with a focus on the female genital system. The images need to be contextualized and not merely illustrative to have any meaning