The problem that involves research on textbooks is recurrent, but lacks new meanings through research. This work sought to advance the discussion of interfaces that the textbook plays in conceptual production in science, pedagogical practices proposition, ideologies and production of conceptions about science and science education. To this end, we used qualitative research with documentary analysis to examine content through thematic categorization. We analyzed ten Science textbooks from different series, authors and collections, cataloged and in use at the Book Bank at public schools in Dourados-MS. The majority of the analysis revealed the presence of the category that expresses a reproductionist science vision in most of the textbooks frequency of 9:10. From the main issue binds the understanding that the books have taken the reproduction of scientific truths and generally compromising the construction of scientific knowledge in school. We found that the speech of the books's plot is authoritarian, and it strengthens the simplistic view of teaching and as logical positivism as conception of science. The conclusion points to the need to rethink the production modes of teaching in Sciences, a public policies review and reflection-in-action teaching staff through effective discussion about the textbook in programs of initial and ongoing training.
Textbook; formation of professors; science education.