ResumoOs livros didáticos, pela disponibilidade e acesso, são uma fonte importante de pesquisa para o professor de Ensino Médio, ao selecionar conteúdos e preparar suas aulas. Na tentativa de se adaptarem às novas tendências educacionais, esses livros vêm inserindo textos e assuntos que discutem os problemas vivenciados pela sociedade em geral. Nos livros de Química, um assunto que se faz presente é o Efeito Estufa. Analisou-se, neste trabalho, o tratamento e o aprofundamento dado a esse tema. Uma visão muito simplista do fenômeno foi percebida e, por isso, algumas sugestões foram incorporadas neste trabalho.Palavras-chave: ensino de química, efeito estufa, livros didáticos. AbstractWidely available textbooks are an important source of research for high school teachers for both content selection and class preparation. As an attempt to adapt to new educational trends, these textbooks have introduced texts and subjects relevant for the discussion of current problems of the modern society. In the chemistry textbooks the Greenhouse Effect is one of these subjects. The aim of this work is to analyze the elements and discussion given in the textbooks on this topic. It was observed in general a

Although schools are inserted within a dynamic social context surrounded by technologies, many secondary education science and chemistry professors still adopt the information transmission/reception model. This study was conducted in order to analyze changes in the discourse and understanding of the professor's role in the classroom based on the professors' experience in a teaching immersion project focused on the planning and teaching of theme-based classes and sharing of the researcher's evaluation of the classes. To this end, we analyzed the classes taught by two professors undergoing professor training in the said project. Data collection was performed through class video recording and semistructured interviews. Data analysis was based mainly on the professors' discourse and their capacity to involve the students in the class dynamics. We observed that involvement with theme-based classes was important to the participating professors. In addition, evaluation sharing showed to be fundamental for improving the professors' understanding of their role in the classroom. The data collected lead us to believe that the improvement achieved will reflect on the practice of the professors-to-be. KeywordsProfessor training -Teaching practice immersion -Classroom professor discourse -Science/Chemistry.