Movement and staticity: an analysis of technologies present in textbooks

Abstract

This article aims to qualitatively analyze how the mathematical textbooks used in the final years of Elementary School in the Municipal Schools of the city of São Borja/RS propose the use of the technologies. In this context, the collections “Projeto Araribá: matemática” (GAY, 2014); “Matemática: compreensão e prática” (SILVEIRA, 2015) e “Coleção Convergências” (CHAVANTE, 2015)” were analyzed, from the perspective of Bardin’s Content Analysis (2016). As for the student's textbook, the calculator is the most recurrent resource and, considering the technologies in a broad way, its use occurs mainly in the form of exercises that involve some resource. As for the Teacher's Manual, various technological resources are emphasized, however, in order to complement the development of the student's textbook. Thus, considering that the school, the student and the teacher are part of a society permeated by the digital technologies of information and comuication, these could be more explored by the textbooks.

Keywords

• livro didático
• recursos tecnológicos
• análise de conteúdo