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Based on the perception that textbooks have a particular influence on the school environment, especially in science teaching, this research (the result of a course completion project) proposes an analysis, from a conceptual and historical-philosophical perspective, of the approach to the "crucial experiment" and Newton's theory of light and colors in physics textbooks included in the PNLD/2015 list for secondary education. To do this, we analyzed five books from different collections, looking at the space allocated to the theory, the way it is approached, some of the explicit and implicit historical-philosophical elements and we discuss these elements, how they are presented, and their influence on the understanding of epistemological issues concerning the understanding of the nature of science and scientific work.
About the author
She has a degree in Physics from the State University of Paraíba (UEPB) and has done some work in the area of History and Philosophy of Science. She has participated in a number of research projects funded by UEPB and the National Council for Scientific and Technological Development (CNPq), as well as other University programs.
