Equilíbrio químico em livros didáticos de química geral do ensino superior: abordagens contextualizadas e aspectos da representação química

Abstract

This research aimed to analyze General Chemistry textbooks for Higher Education frequently used by teachers and students at the Federal University of Rio Grande do Norte. This analysis sought to highlight aspects of contextualization present in the works and the aspects of chemical representations that refer to the macroscopic, submicroscopic and symbolic/mathematical levels - evidenced through Johnstone's Triangle in the content of chemical equilibrium. Thus, for the treatment of the results, Bardin's Content Analysis (CA) technique was used as support. The results indicate that the books at this level present poorly contextualized approaches, and these in turn have the aspects of chemical representations in a fragmented way, favoring more the symbolic and mathematical aspects to the detriment of the phenomenological aspects. As a result, it was also possible to observe the limitations that the textbooks have when working with this content, mainly for teachers in initial training, since they do not present contexts that help future teachers to build their practice in the basic education classroom.