Based on the analysis of seven books from the nine titles of textbooks qualified by the The High School Book Program (PNLEM /2009), an attempt has been made to show that there is an intrinsic conception of science in each proposal presented in those books. Among the references assumed in the development of the analysis is the insertion of history by the philosophical use of a relational approach which considers, when the history of a scientific concept is narrated, the relationship between this concept and the problem, and based on this, the need for such concept emerges. This investigation has brought us to the conclusion that the historical elements contained in the textbooks, referring to the history of the DNA double helix, make it possible for the constitution of a conception of sciences that shows science as a historical construction because its results are answers to historically legitimized problems.
Biology teaching; High school; Textbook; DNA double helix
