O conceito de doença e a leitura de imagens: uma investigação imagética sobre doenças negligenciadas em Pernambuco em livros didáticos de Biologia

Abstract

The research aimed to analyze the imagery approach of the concept of Disease in Biology Textbooks of High School, highlighting the neglected human parasites in the state of Pernambuco. The characterization of the disease involves changes in the organic balance, through physiological changes caused by internal or external factors in the human body, and which may or may not be perceptible, depending on the state of health in which the subject is, and the aspects inherent to the illness. , and which in many cases could represent an element of social exclusion. From a qualitative approach with a descriptive focus under the iconographic analysis in textbooks about Neglected Diseases (NDs) in Pernambuco, which involved the principles of the Cognitive Theory of Multimedia Learning (TCAM) of Mayer and the Semiotic Analysis of Barthes. Considering the cognitive aspect, the illustrative images of Didactic Value (DV) were more expressive in the samples, collaborating with the students' cognitive processes, since they establish the organization of organisms and their interrelationships, and also explain the biological cycles of pathogens and the infectious processes, which culminate in the subject's illness. On the other hand, the photographic images were more expressive than the other types present in the specimens, mainly because they present the reality without changes, with greater perception of the morphological aspects of the illness, the presence of vectors or elements that cause risks of contamination to the individual. There was an absence of at least one DN in all analyzed LDs. We noticed an interest in the works on the type of pathology to be discussed, possibly considering the death/mortality rates and the spectrum of illness in the communities, seeking to present those that would be more comprehensive in most regions. Books being pedagogical tools, discussions are necessary that contemplate the social context of other disadvantaged places or even that, teachers provide information about DNs, which may not be evidenced in the copies, but have representation in their community, allowing students can, from the knowledge of preventive actions, collaborate with the reduction of illness rates.