Biotechnology is one of the most prominent areas of science and has remarkable scientific
advances for the population, and the school as a whole has a fundamental role in spreading
knowledge about Biotechnology and its applications, however, this theme is left to be taught
at the end of the school year, that is, when there is enough time for such, otherwise these
subjects will not be treated in the classroom for several reasons, among them the difficulty in
understanding biotechnological processes only in theory, both teacher and student, the high
cost of practical classes and the lack of didactic resources with easy to understand language,
with curiosities, experiments and activities related to Biotechnology as support for the teacher
in the teaching and learning process of the students. Thus, the present study aimed to
investigate the insertion of Biotechnology teaching in Biology textbooks, through Bardin's
Content Analysis (2011). For this, three Biology textbooks were sealed, after which, the
floating reading of the books was performed, which corresponds to the pre-analysis phase,
from which the keywords related to Biotechnology emerged. Through the list of keywords,
they were grouped into categories according to their similarities and differences, which
corresponds to the exploration of the material, the categories elaborated were: Central Dogma
of Molecular Biology, biotechnological tools and techniques, biotechnological products,
related bioethics biotechnology and genetics associated with Biotechnology. The third and
last phase are the inferences and interpretations, which are in the form of the text of each
category formulated in the results and discussion. In the three books the Biotechnology theme
was verified in a specific chapter, with the presence of part of the technical and scientific
advances of Biotechnology. However, the contents referring to the Central Dogma were not
found in one of the textbooks, in the category Biotechnological products it was noticed the
incorrect presence of the concepts of genetically modified and transgenic organisms, and the
ethical theme was superficially represented in one of the books analyzed. From this, it was
possible to be aware of how the insertion of Biotechnology in school textbooks was carried
out, with the presence of some technical and scientific advances. However, since the textbook
is the main material used in the preparation and application of the classes, the teacher needs to
be attentive to the defects present in the books, so that they are not perpetuated to the students.
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