Souza, Rubecleiton Silva2024-09-102024-09-102018-11-30https://repositorio-teste.univasf.edu.br/handle/123456789/1204Death is part of life cycle of all living things. An unpredictable and certain event for all that is alive. Even though death is present in our existence, we deal with its denial, and the school contributes to that. Whereas, in childhood education, we have these realities omitted from children's tales that end in, "happily ever after" and in the end, it produces a denial behavior that can last all life long. Starting from these assumptions, and taking into account that the teacher's routine in basic education sometimes leads him to have the textbook as his only or main bibliographical reference, this research investigated how the topic death is addressed in the PCNs (National Curriculum Parameters) of natural sciences, the BNCC (Common National Curriculum Base) and in the science textbooks of the final years of basic education are used in a private and in public schools in the municipalities of Senhor do Bonfim city, state of Bahia. Using the content analysis of Bardin (2016), it came to the fact that there isn't any explicit didactic approach to death theme in science books. On the contrary, they only appear as the end of life, without explanation of their occurrence in the scientific biological or anthropological field. Even if in these books the words "death, to die, dead or they die" appear frequently. We believe that such dismissals minimise the possibilities for discussing in the school environment, undermining the social role of the school as well as the student centrality in the educational process, there is hegemony of cognition, causing detriment of affectiveness and other dimensions of human development, such as construction or formation of identities.livro didático; ensino de ciências; morte; função social da escola.Trabalho de Conclusão de Curso