Livro didático de Geografia

The assignment analyzes the route established by the didactic geography textbook Trança Criança, 4 th grade volume.It traces the basic route from the guidelines and evaluation of MEC, in the context of the National Didactic Textbook Program (PNLD), up to the moment of use in a determined classroom.Trança Criança was considered the best collection of Geography textbooks as evaluated by MEC at PNLD 2004.The selected object allowed for the examination of practices and representations of actors from the textbook: MEC and evaluators; publishing industry (authors, editors and publishing technicians); and, finally, teachers and students in the classroom.The study dealt with the book's material and a description of the stated content (geography and pedagogy), and observed their use with the principles of ethnography.The book was used very little and in a way contrary to that stated in literary protocols; the geography course developed in the classroom was also different than the content in the book.That fact reveals that the pedagogical practices are inserted with their own internal dynamics and relate to that which is called school culture (Chervel).This could help explain the distance between that intended in the official curriculum and that which succeeds in the educational environment; between that which proclaims the science of reference and that which occurs in real school geography practices; between that which brings the book's reading protocol and its use.This research also reveals problems in choosing the book within that school's reality, but might be able to repeat itself around the country in other contexts and situations: the teachers that were teaching to the 4 th grade during this research had not participated in choosing the book at PNLD 2004.At PNLD 2007, they effectively took part and made the selection, even though they didn't know if the ones that chose the books were the same ones that used them in the classroom, because the teachers could have changed from year to year.The Textbook Guide was handled very little by the teachers.They considered it difficult reading and excessive in the number of pages for each course.The teachers that were interviewed reported that they prefer to verify the books, leafing through the pages in order to make a choice, instead of just basing their decision on the Guide.The study of the case presented reveals that there is still a lot to do when it comes to textbook policies.There needs to be dialogue with the schools in virtue of the internal dynamics, routines, difficulties and their own separate cultures

Art · Curriculum · Ethnography · Geography · Humanities · Linguistics · Literature · Mathematics education · Pedagogy · Publishing · Sociology · Anthropology · Geography and Education Methods · Geography Education and Pedagogy · Philosophy · Psychology

• Livros didáticos de Biologia do Ensino Médio

  Open Access•C N El-Hani, Nádia Roque et al.•Educação em Revista•2011

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