Visões deformadas sobre a natureza da ciência no conteúdo de relatividade especial em livros didáticos de física

The textbook is one of the most important pedagogical tools for teachers and students. It is a source that assists the teacher in the planning and execution of the classes and serves as the main bibliographical reference for the students. Despite their importance for basic education, some researchers have evidenced the presence of gross conceptual errors, caricature and distorted images about the nature of science, which end up hampering students' scientific literacy. In this work, we analyze the content of Theory of Special Relativity in ten textbooks of physics approved by the National Plan of the Didactic Book (PNLD) of 2018 of the Ministry of Education in order to verify the presence of deformed images of the scientific work. The analysis revealed three deformations: unproblematic and ahistorical vision; individualistic and elitist vision of science; a decontextualized, socially neutral image. Such deformations operate as epistemological barriers and reveal that the quality of textbooks is still far from satisfactory.