DOI:
https://doi.org/10.14483/23464712.19718Published:
2024-06-04Representações das inteligências múltiplas nas atividades presentes nos livros didáticos de biologia
Representations of Multiple Intelligences in the Activities Present in Biology Textbooks
Representaciones de las inteligencias múltiples en las actividades presentes en los libros de texto de biología
Keywords:
Multiple intelligences, Textbook analysis, Activities, Naturalist intelligence (en).Keywords:
Inteligencias múltiples, Análisis de libros de texto, Actividades, Inteligencia naturalista (es).Keywords:
Inteligências múltiplas, Análise de livros didáticos, Atividades, Inteligência naturalista (pt).Downloads
Abstract (pt)
O ensino de Biologia enfrenta desafios na abordagem dos conteúdos para evitar que estes sejam apenas memorizados. Assim, a integração das múltiplas inteligências nas atividades dos livros didáticos pode permitir aos alunos perceber os conteúdos de maneira contextualizada, possibilitando uma atuação crítica. Nosso objetivo foi investigar o grau de representação das múltiplas inteligências nas atividades didáticas de ecologia nos livros do Programa Nacional do Livro Didático de 2018, sob a perspectiva da Teoria de Inteligências Múltiplas de Gardner. Utilizamos um checklist baseado nessa teoria para examinar as diversas inteligências nas atividades dos livros de biologia. Dez coleções foram analisadas usando um método analítico descritivo. A análise revelou que a maioria dos livros foca nas inteligências verbal/linguística, visual/ espacial, naturalista e lógico/matemática, enquanto as inteligências interpessoal e intrapessoal tiveram baixa frequência e as inteligências corporal/cinestésica e musical não foram detectadas. Os resultados indicam uma distribuição desequilibrada das inteligências nos livros examinados, sugerindo que as inteligências ausentes podem ser abordadas pelos professores para enriquecer o material didático.
Abstract (en)
Teaching Biology faces challenges in content approach to prevent it from being merely memorized. Thus, integrating multiple intelligences into textbook activities can allow students to perceive the contents in a contextualized manner, enabling critical action. Our goal was to investigate the degree of representation of multiple intelligences in ecological teaching content activities in books provided by the National Textbook Program of 2018, under the perspective of Gardner’s Theory of Multiple Intelligences. We used a checklist based on this theory to examine the various intelligences in biology book activities. Ten collections were analyzed using a descriptive analytical method. The analysis revealed that the majority of the books focused on verbal/linguistic, visual/spatial, naturalistic, and logical/mathematical intelligences, while interpersonal and intrapersonal intelligences were observed infrequently, and bodily/kinesthetic and musical intelligences were not detected. The results indicate an imbalanced distribution of intelligences in the examined books, suggesting that the absent intelligences could be addressed by teachers to enrich the teaching material.
Abstract (es)
La enseñanza de la Biología enfrenta desafíos en el enfoque de los contenidos para evitar que estos sean solo memorizados. Así, la integración de las inteligencias múltiples en las actividades de los libros de texto puede permitir a los estudiantes acercarse a los contenidos de manera contextualizada, posibilitando una actuación crítica. Nuestro objetivo fue investigar el grado de representación de las inteligencias múltiples en las actividades didácticas de ecología en los libros proporcionados por el Programa Nacional del Libro de Texto de 2018, bajo la perspectiva de la Teoría de las Inteligencias Múltiples de Gardner. Utilizamos una lista de verificación basada en esta teoría para examinar las diversas inteligencias en las actividades de los libros de biología. Diez colecciones fueron analizadas utilizando un método analítico descriptivo. El análisis reveló que la mayoría de los libros se centraban en las inteligencias verbal/lingüística, visual/espacial, naturalista y lógico/matemática, mientras que las inteligencias interpersonal e intrapersonal se observaron con poca frecuencia, y las inteligencias corporal/cinestésica y musical no se detectaron. Los resultados indican una distribución desequilibrada de las inteligencias en los libros examinados, sugiriendo que las inteligencias ausentes podrían ser abordadas por los profesores para enriquecer el material didáctico.
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