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The textbook is an important tool for supporting the work of teachers and a reference in the education of millions of children and teenagers enrolled in public and public schools. The presence of a science textbook must guarantee the full exercise of citizenship, and this is only achieved when it manages to get students to relate scientific concepts to each other and their socio-economic, cultural, environmental and technological implications. Furthermore, the aim is to show that the textbook should be analysed well before it is chosen, as it will become the mediator of knowledge, capable of subsidising the (re)construction of impacts on education with an appropriate stance for dealing with the problems imposed by life, promoting new alternatives to awaken the sensitivity of students, thus turning them from passive agents to participants/actors in the art of scientific knowledge. The evaluation of textbooks carried out by the MEC/PNLD government programmes and the impact of this process on the quality of teaching in municipal public schools in the urban area of the municipality of Codó-MA are extremely important in the educational context.
About the author
Doktor nauk i in¿ynierii ¿ywnöci (UNESP), MBA w nauczaniu zarz¿dzania nauk¿, technologi¿ i innowacjami (VERIS IBTA), magister chemii i magister chemii (UFMA). Profesor w IFMA-Campus Codó. Lider grupy badawczej ds. ¿ywnöci, chemii, agronomii i zasobów wodnych (AQARH).
