This paper presents a multicontextual, historical and conceptual, critical analysis of Pascal’s Principle in Brazilian Physics textbooks from Programa Nacional do Livro Didático (PNLD) 2018. The analysis considered the following aspects: the statement of Pascal’s Principle from a conceptual perspective; relations between science and technology, in view of devices associated to the Principle; primary and secondary historical sources related to the development of Pascal’s Principle; historiographical foundation; and notes from Brazilian educational legislation concerned to didactic insertion of History and Philosophy of Science. We noticed inconsistencies regarding the applicability of Pascal’s Principle, simplistic views on science and on the relationship between science and technology, historical distortions, anachronisms, and historically decontextualized approaches. Suggestions are made considering this scenario, aiming at a more adequate didactic insertion.
Keywords
Textbooks; PNLD 2018; Pascal’s Principle
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