Graphical representations in biology textbooks: an analysis of teachers’ manual

Abstract

 This work aimed to analyze the orientations on using graphical representations present in teachers’ manuals of a biology textbook collection approved by the National Textbook and Educational Materials Program (PNLD). As a methodology reference, we used content analysis. Six categories were elaborated: language, finalities, learning, abilities, relations among subjects, and orientations to teachers. The present research brought evidence that teachers’ manuals do not include information on how educators could use graphical representations to plan lessons and assess despite the wide variety of graphical representations found in students’ textbooks. Teachers’ manuals are restricted to presenting punctual orientations with suggestions regarding only a few typologies of graphical representations and they do not include how the educator could use in the planning and evaluation of their classes.