Summary:
According to the results of several studies about students and teachers difficulties and common sense conceptions concerning the phenomenon of dry solid friction, the present work intends to find which is the association between solid friction and motion promoted by high school books. The goal is to verify the contribution given by these books to the student friction model and, simultaneously, to show aspects that should be taken into account when this phenomenon is studied. The analyses indicate that the approach chosen by the books to initiate the study of friction does not collaborate to the adequate conceptual formation about the phenomenon on the books target population.