Prevalencia de los estilos de aprendizaje en libros de texto de Ciencias de la Naturaleza
Resumen
Los estilos de aprendizaje siguen siendo un tema de debate en la educación, en especial por la escasez de respaldo empírico sólido y los posibles efectos adversos sobre el aprendizaje y la motivación. Este estudio investigó la presencia y el tratamiento de estos conceptos en libros de ciencias naturales aprobados por el Programa Nacional del Libro y del Material Didáctico de Brasil (PNLD) en los ciclos de 2021 y 2024. Realizamos un análisis documental de colecciones seleccionadas, codificando definiciones, modelos citados, referencias utilizadas, menciones directas o indirectas y recomendaciones didácticas. Los resultados indican alta prevalencia del tema, con un abanico de enfoques que va desde las preferencias individuales hasta las prescripciones metodológicas. Modelos como VARK, de Fleming, y las inteligencias múltiples, de Gardner, aparecen con frecuencia, por lo general presentados de forma acrítica, con escasa o nula discusión sobre validez y evidencias. Se observó terminología inconsistente y confusiones conceptuales, por ejemplo, la equiparación entre estilos, preferencias y diferenciación pedagógica. Las recomendaciones suelen orientar la adecuación de la enseñanza a los supuestos estilos del alumnado, sin advertencias sobre la ausencia de beneficios demostrados. Concluimos que los estilos siguen fuertemente representados en los materiales analizados, en desalineación con la literatura científica. Sugerimos directrices editoriales y de formación que desincentiven los neuromitos y promuevan prácticas basadas en evidencias.
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