In this work we present a study on the epistemological nature of this vision of science in textbooks for chemistry. We performed a study which was designed to investigate the vision of science explicitly and implicitly present in textbooks for chemistry and the treatment given to the history of science and the relationship between science, technology and society. We present a methodological design built to identify textual evidence (textual marks) in chapter's semantic fragments of textbook analysis, based on the search for categories reliability and validity developed by the intercoders agreement. We also present the epistemological profile analysis of a textbook discussing their educational consequences.
Curriculum; epistemology; textbooks; reliability; chemistry teaching