Radiations in Medicine: what do Physics textbooks of High School say?

Abstract

Taking the textbooks as a privileged support of the educational contents, we aim to understand how Physics textbooks approach the thematic of the use of radiations in Medicine. Based on notions of Discourse Analysis, we analyze whether and how nine collections approved by PNLD-2018 do it in terms of: the extent and the moments dedicated to the subject; the accuracy and conceptual detailing; and the visions about the interrelationships between Science, Technology and Society. On average, each collection devoted less than two pages to the subject, especially in the textbooks for the 3rd year and in chapters on electromagnetic waves and Modern Physics. The topics most covered were radiography, radiotherapy and Nuclear Medicine. We find inaccuracies that end up complicating or even interdicting the possibility of producing scientifically pertinent meanings in eleven parts. We also considered that 28 parts could have been better detailed in order to allow less comprehensiveness in the spectrum of possible meanings and, consequently, more clarification to the readers. In general, the parts consulted reveal an uncritical view on the interrelationships between Science, Technology and Society, with the understanding of Physics as the main promoter of progress. Finally, in view of the results obtained, we suggest topics whose presence in textbooks could contribute to the formation of conscious and critical citizens about contemporary issues and problems.