Abordagem macro, micro e simbólica das imagens inseridas no conteúdo "substâncias e misturas" nos livros de ciências do nono ano do ensino fundamental

Abstract

The textbook in science teaching is one of the most recurrent instruments used by teachers, containing information that helps both educators and students in the process of teaching and learning, bringing representations of phenomena, through images, which help in the interpretation of texts. In this way, three ninth grade textbooks were selected, used by teachers in the city of Codó, Maranhão, and the images referring to the Substances and Mixtures theme were quantified in order to be analyzed qualitatively. The analyzed images, framed to the research theme, were organized into categories and subcategories, approaching Kiill and Johnstone's study as the main theoretical assumption. The research used the assumptions of Bardin's Content Analysis. In the analysis, it was noticed that the most representative representational level of the illustrations was the macroscopic, and the least representative was the symbolic. It was noticed that the analyzed illustrations transited between the three representational levels, thus, it was noticed that there are illustrations that represent both the submicroscopic and symbolic levels (submicrosymbolic subcategory), and there were images that represent all three representational levels (macrosubmicrosymbolic subcategory). In our analysis, it was perceived that the illustrations embedded in the Substances and Mixtures content assist students in understanding the concepts written in the textbooks.