Analysis of the myriapods on Science textbooks

Abstract

This study objectified to analyze how the myriapods were presented on five 1999-2005 Science textbooks. The textbooks were selected according to some topics, which are: Zoology contents inclusion; the adoption of these textbooks by public municipal schools of Jequie-BA and their approbation by the National textbook Program. The analysis of these textbooks was based on their theory, visual contents and proposed exercises. When it comes to the theory, the textbooks offered the Myriapoda in a superficial and context less way. The morphological and physiological aspects occupied the main position on their contexts, although some of the scientific terms used were incorrect. The presentation of the theme does not allow the understanding of the adjustment aspects of the groups and the kinship relation between them. The authors consider the ecological aspects of this group in a simplistic way making it impossible for the readers to see the biodiversity with conservation eyes. When it comes to the ethological side of the myriapods the books emphasize, overall, their defence mechanisms and reinforce an anthropocentric vision about the group. Some illustrations are quite imprecise what makes it difficult to identify the animals. The subtitles are not well explained and some of them enclose conceptual mistakes. Few pictures are related to what is written on the text; in addition, on the illustrations the credits and scale used on the illustrations are not mentioned. The copy exercises are the mainstream of the textbooks and there isn’t any incentive to work groups. The activities are easy to execute and there are not risks for the students. In addition, Brazilian myriapods examples are not utilized on the exercises. In a nutshell, this study demonstrated the need of a careful elaboration of the Science textbooks, especially when it comes to the discussions about zoology, aiming at a quality increase of the material chosen for the students.