O processo de escolha de imagens de livros didáticos de ciências do ensino fundamental II por editoras brasileiras
Data
2022-10-21
Autores
Martinelli, Lilian Morato de Carvalho 
Orientadores
Bianco, André Amaral Gonçalves
Tipo
Dissertação de mestrado
Título da Revista
ISSN da Revista
Título de Volume
Resumo
As imagens fazem parte do cotidiano das pessoas, estando amplamente disseminadas nos mais diversos meios de comunicação disponíveis atualmente, como os livros, a internet e os canais de televisão, e são especialmente importantes para o ensino de Ciências, já que são imprescindíveis para a apresentação de diversos conceitos e informações científicas. No entanto, em geral, os professores não procuram desenvolver nos alunos as habilidades necessárias para a leitura de imagens como ocorre com a leitura da linguagem verbal. Já os livros didáticos há décadas consistem no mais importante, e muitas vezes no único, recurso didático de que o professor dispõe. Apesar disso, não existem muitos estudos que tenham investigado o processo de escolha ou elaboração de imagens para livros didáticos de Ciências no Brasil. Considerando essas questões, mostra-se necessário entender os critérios sob os quais essas imagens são elaboradas e escolhidas pelos profissionais do mercado editorial para que contribuam com o processo de ensino-aprendizagem de Ciências. Assim, por meio do presente trabalho, um estudo de caso descritivo, investigamos os processos de escolha de imagens para livros didáticos de Ciências do Ensino Fundamental II, por editoras que atuam no Brasil. A metodologia envolveu a realização de entrevistas e a aplicação de questionários a autores, editores e ilustradores de livros didáticos de Ciências produzidos no Brasil e direcionados às escolas brasileiras. As entrevistas foram analisadas à luz da Gestalt e de Perales e Jimenez (2002) e os questionários tiveram como parâmetro algumas categorias propostas por Perales e Jimenez (2002). Os resultados sugerem que a complementaridade com o texto e a simplificação são os critérios mais relevantes para a escolha e elaboração de imagens. Além disso, questões de ordem prática, como o prazo e o custo para a elaboração das imagens interferem em sua qualidade. Por fim, é possível que a comunicação entre autores, editores e ilustradores minimize eventuais problemas na elaboração das ilustrações de conteúdos científicos.
Images are part of people's daily lives, being widely disseminated in the most diverse means of communication currently available, such as books, the internet and television channels, and are especially important for science teaching, as they are essential for the presentation of various concepts and scientific information. However, in general, teachers do not seek to develop in students the skills necessary for reading images as is the case with reading verbal language. Textbooks, on the other hand, for decades have been the most important, and often the only, teaching resource available to the teacher. Despite this, there are not many studies that have investigated the process of choosing or elaborating images for Science textbooks in Brazil. Considering these issues, it is necessary to understand the criteria under which these images are created and chosen by professionals in the publishing market so that they contribute to the teaching-learning process of Science. Thus, through the present work, a descriptive case study, we investigated the processes of choosing images for Science textbooks in Elementary School II, by publishers operating in Brazil. The methodology involved conducting interviews and applying questionnaires to authors, editors and illustrators of Science textbooks produced in Brazil and directed to Brazilian schools. The interviews were analyzed in the light of Gestalt and Perales and Jimenez (2002) and the questionnaires had as parameters some categories proposed by Perales and Jimenez (2002). The results suggest that the complementarity with the text and the simplification are the most relevant criteria for the choice and elaboration of images. In addition, practical issues, such as the deadline and budget for the elaboration of the images interfere with their quality. Finally, it is possible that communication between authors, editors and illustrators minimize possible problems in the elaboration of illustrations of scientific content.
Images are part of people's daily lives, being widely disseminated in the most diverse means of communication currently available, such as books, the internet and television channels, and are especially important for science teaching, as they are essential for the presentation of various concepts and scientific information. However, in general, teachers do not seek to develop in students the skills necessary for reading images as is the case with reading verbal language. Textbooks, on the other hand, for decades have been the most important, and often the only, teaching resource available to the teacher. Despite this, there are not many studies that have investigated the process of choosing or elaborating images for Science textbooks in Brazil. Considering these issues, it is necessary to understand the criteria under which these images are created and chosen by professionals in the publishing market so that they contribute to the teaching-learning process of Science. Thus, through the present work, a descriptive case study, we investigated the processes of choosing images for Science textbooks in Elementary School II, by publishers operating in Brazil. The methodology involved conducting interviews and applying questionnaires to authors, editors and illustrators of Science textbooks produced in Brazil and directed to Brazilian schools. The interviews were analyzed in the light of Gestalt and Perales and Jimenez (2002) and the questionnaires had as parameters some categories proposed by Perales and Jimenez (2002). The results suggest that the complementarity with the text and the simplification are the most relevant criteria for the choice and elaboration of images. In addition, practical issues, such as the deadline and budget for the elaboration of the images interfere with their quality. Finally, it is possible that communication between authors, editors and illustrators minimize possible problems in the elaboration of illustrations of scientific content.