Vi människor funderar ofta kring vår egen uppfattning dvs. vem vi är. Vi funderar också över vad vi vill bli. Vi ställs inför många andra frågor som handlar om identitet och livsfrågor. Livsfrågor som begrepp kan vara svåra att tolka och många gånger blandas begreppet ihop med andra begrepp som t.ex. existentiella frågor, livsåskådningsfrågor, livstolkningar osv. I ett annat sammanhang förknippas livsfrågor med etiska frågor och moral. Ett exempel på livsfrågor kan vara frågor om vad som är viktigt i livet, livets mening, vad som är ont och gott, vad som är rätt och orätt osv. Livsfrågor i t.ex. en lärobok kan också förknippas med dygder, moral och etik. Med utgångspunkt i tidigare forskning har jag velat undersöka och klargöra hur livsfrågor presenteras i tre läroböcker. I första hand har jag fokuserat på livsfrågor som tas upp i läroböcker för ämnet religionskunskap 1 för gymnasiet. De böcker jag valt att analysera är Religion 1 av Birgitta Thulin och Sten Elm, Religion 1 & 2 också skriven av Birgitta Thulin och Sten Elm samt Religion och andra livsåskådningar av Börje Ring. I bakgrunden för min undersökning ligger textanalys som metod och hermeneutik. Enligt vad som har förekommit i min studie kan livsfrågorna förknippas med livsåskådningsfrågor, existentiella frågor, livstolkningsfrågor osv. Livsfrågorna som beskrivs i läromedlen handlar bland annat om liv och död, etik och moral, sex och samlevnad, dygder osv. Kortfattat kan man säga att läromedlen i min undersökning  är anpassade till läroplanerna och de innehåller en rad diskussionsfrågor. De diskussionsfrågorna är avsedda för elevernas diskussioner och inlämningsuppgifter i olika former. / We humans often think about who we are. Often these thoughts are about what we want to become. We face many questions about identity and life issues. Life issues as a concept can be difficult to interpret and we often mix this concept with other concepts such as existential issues, philosophy of life, life interpretations, etc. In another context, life issues are associated with ethics and morality. For example, life issues may refer to questions about what is important in life, what is the purpose of life, what is good and evil, what is right and wrong etc. Life issues in a school book can also be associated with virtues, moral and ethics.   Based on previous research, I have wanted to examine and clarify how the questions of life are presented in three school books. In the first place, I have focused on life issues addressed in the three school books for Religion 1 for high school. The books I have chosen to analyze are Religion 1 by Birgitta Thulin and Sten Elm, Religion 1 & 2 also written by Birgitta Thulin and Sten Elm and Religion och andra livsåskådnigar by Börje Ring. In the background of my examination are text analysis method and hermeneutic.   According to what has emerged in my study, life issues can be associated with philosophical questions, existential questions, life questions, etc. Life issues, in my study material, among other things, are about life and death, ethics and morality, sex and relationships, virtues etc. Briefly, I can say that the school books in my research, are adapted to the curriculum, and they contain a lot of discussion questions. The discussion questions are intended for students' discussions and assignments in different forms.

Made available in DSpace on 2017-07-21T20:31:55Z (GMT). No. of bitstreams: 1 MARCIA SILVANA RODRIGUES VOICHICOSKI.pdf: 2601646 bytes, checksum: 3a26c56062c303512b73991f650bc7d1 (MD5) Previous issue date: 2011-12-09 / The main discussion in this work is about the approaches of the environment theme adopted by school books and teachers in the fifth grade. The objective of this study was to analyze the approaches to the theme as well as the teachers‟ practice in a fifth grade class in a municipal public school in Palmeira, Paraná. The ideas of Leff (2001), Carvalho (2004, 2006), Reigota (1995, 2009), and Sauvé (2005) composed the theoretical framework. The methodology used was case study with qualitative approach. Data collection was carried out through interviews with the teachers, lesson observation, lesson plan analysis and document research with the school books. The content analysis proposed by Bardin (1977) was employed to data analysis. Results revealed: 1) The main approaches of the theme „environment‟ in school books were: resourcing, anthropocentric, problematic and naturalistic, among the teachers it was: problematic, physical space, anthropocentric and resourcing; 2) schoolbooks are used as support by all the teachers mainly to assign exercises, which are selected by them according to how easy or difficult they are (the easier ones are chosen); 3) Teachers acknowledge that the schoolbook has limitation, however, if used at the teachers‟ discretion might promote environmental awareness. Considering the results, several approaches are available which can be related to the theme „environment‟, however, lesson observation revealed that few approaches are used, namely, the resourcing, problematic and anthropocentric. / A discussão central apresentada neste trabalho está nas abordagens do tema meio ambiente que são apresentadas pelos livros didáticos e professores de uma turma de quinta série do ensino fundamental. Para tanto, o objetivo da pesquisa foi analisar as abordagens presentes nos livros didáticos utilizados para essa turma e nos discursos e ações de seus professores. Utilizaram-se como principais fundamentações teóricas as ideias de Carvalho (2004, 2006), Leff (2001), Reigota (1995, 2009) e Sauvé (2005). No desenvolvimento da pesquisa foi utilizada a abordagem qualitativa, tendo como recorte metodológico o estudo de caso, que foi o de uma turma de quinta série de uma escola pública do município de Palmeira, Paraná. As técnicas utilizadas para a coleta de dados foram as seguintes: entrevista com os professores, observação das aulas, análise dos planos de trabalho docente e pesquisa documental dos livros didáticos. O método da análise de dados foi a análise de conteúdo proposta por Bardin (1977). Entre os principais resultados da pesquisa, podem ser citados: 1) As principais abordagens do tema meio ambiente nos livros didáticos foram a abordagem recursista, a antropocêntrica, a problemática e a naturalista; já entre os professores destacaram-se as abordagens problemática, espaço físico, antropocêntrica e recursista. 2) Os livros didáticos são utilizados como apoio por todos os professores, principalmente para a realização de exercícios selecionados de acordo com o seu grau de dificuldade (são escolhidos os mais fáceis). 3) Os professores reconhecem que o livro didático possui limitações; no entanto, se direcionado pelo professor pode promover um trabalho com a educação ambiental. Diante de tais resultados considera-se que os professores podem relacionar o tema meio ambiente sob variadas abordagens, no entanto, nas observações das aulas constatou-se que poucas abordagens são trabalhadas, restringindo-se as abordagens: recursista, problemática e antropocêntrica.

<ol><li>Why was there a strong reaction from Islamist MPs about the Americanisation of education in Kuwaiti schools?</li><li>Which parts of the textbooks were being questioned and which arguments were used?</li><li>Could there be any reasons to delete particular phrases in textbooks, which may seem to offend people of certain religious denominations?</li></ol><p>Kuwait as a state has been in earlier conflicts with Iraq, which has led to some Islamists not being in favour of Kuwait, getting support from the USA. The Islamists in these Arab states imply that the war between Kuwait and Iraq was a direct punishment from Allah as Kuwaitis were in close contacts with USA. That USA supported the Kuwaitis in the battle against Iraq is still an irritation subject for some Arab states.</p><p>At this juncture, I would like the reader to put into consideration that the books in question are written in Arabic hence, the difficulty in translation without an Arabic translator, has made it impossible to use them for this study.</p><p>Both the verses and the books that are in question were difficult to get hold of. It is therefore difficult to give a vivid description of what it contained for this thesis. My try to get hold of them has been to no results. However, I will continue trying and hopefully get hold of a translated version of them.</p><p>To summarise the whole issue in a nutshell one can say that the ministry of education said that USA were not pressuring them to make any changes in textbooks which could for that reason be a so-called Americanisation of Education. </p>

Syftet med denna uppsats är att se på läroböcker från 1962 och framåt för att undersöka hur dessa harframställt religionen Islam i text och i bild, samt att undersöka hur bra innehållet i boken stämmeröverens med forskningen om Islam. Vilken bild har tidigare generationer fått av Islam? Vad har detstått i läroböckerna om Islam och vad har läroplanerna ansett om undervisningen i framförallt Islam,men även om andra världsreligioner? Hur bra stämmer egentligen det som står i läroböckerna medverkligheten? Dessa frågor har jag besvarat i min uppsats. Genom att undersöka läroplaner ochläroböcker från 1962 fram till idag har jag sett en positiv förändring i skolans syn på Islam samt attundervisningen i religion har utvecklats. Jag har även i min uppsats kommit fram till att läroböckernaär trovärdiga och att många böcker i ämnet religion är forskningsbaserade och värda att tro på. / The purpose of this essay is to look at textbooks from 1962 and onwards to examinehow these have describe Islam in words and in pictures and to examine how well the content of thesebook is consistent with research on Islam. How did earlier generations acquire knowledgeof Islam? What did it say in textbooks on Islam from that time and how did curriculum compare tothese books and knowledge then, especially in Islam, but also on other world religions? How well dothe textbooks of the time describe reality? These are the questions I have answered in my thesis. Byexamining the curricula and textbooks from 1962 until today, I have seen a positive change in theschool's view of Islam, as well as education of religion has developed. I have in this thesis alsoconcluded that textbooks are credible and that many books, at least within the genre of religion, areresearch based and a reliable source of information.

Why was there a strong reaction from Islamist MPs about the Americanisation of education in Kuwaiti schools? Which parts of the textbooks were being questioned and which arguments were used? Could there be any reasons to delete particular phrases in textbooks, which may seem to offend people of certain religious denominations? Kuwait as a state has been in earlier conflicts with Iraq, which has led to some Islamists not being in favour of Kuwait, getting support from the USA. The Islamists in these Arab states imply that the war between Kuwait and Iraq was a direct punishment from Allah as Kuwaitis were in close contacts with USA. That USA supported the Kuwaitis in the battle against Iraq is still an irritation subject for some Arab states. At this juncture, I would like the reader to put into consideration that the books in question are written in Arabic hence, the difficulty in translation without an Arabic translator, has made it impossible to use them for this study. Both the verses and the books that are in question were difficult to get hold of. It is therefore difficult to give a vivid description of what it contained for this thesis. My try to get hold of them has been to no results. However, I will continue trying and hopefully get hold of a translated version of them. To summarise the whole issue in a nutshell one can say that the ministry of education said that USA were not pressuring them to make any changes in textbooks which could for that reason be a so-called Americanisation of Education.

Βρισκόμαστε στον 21ο αι. και η εκπαίδευση εξακολουθεί να αποτελεί θέμα μείζονος σημασίας. Κι αυτό δεν είναι τυχαίο, αφού, όπως αναφέρει ο Σουμάχερ, η εκπαίδευση αποτελεί τη μεγαλύτερη πηγή ενός πολιτισμού ( Σουμάχερ, 1980) αλλά και δέκτης όλων των κοινωνικών αλλαγών. Η μετατροπή της Ελλάδας σε χώρα υποδοχής μεταναστών είχε ως φυσικό επακόλουθο, μεταξύ άλλων, την αλλαγή της σύστασης του μαθητικού πληθυσμού. Αποτελώντας οι μαθητές από ξένες χώρες το 6% του συνόλου των μαθητικού πληθυσμού, προέκυψε η ανάγκη ενσωμάτωσης κι ένταξής τους στα ελληνικά σχολεία. Οι πρώτες προσπάθειες στερούνταν «ευαισθησίας» απέναντι στα πραγματικά προβλήματα των μαθητών. Με τις τελευταίες, όμως, μεταρρυθμίσεις, τα νέα σχολικά εγχειρίδια και αναλυτικά προγράμματα αλλά και τη θέσπιση νόμων, γίνεται μια πιο συνειδητή προσπάθεια εφαρμογής της διαπολιτισμικής εκπαίδευσης στην Ελλάδα. Στην παρούσα εργασία εξετάσαμε τη δυνατότητα εφαρμογής της μέσα από τα ανθολόγια κείμενα του δημοτικού σχολείου. Πιο συγκεκριμένα, μέσα από την ανάλυση περιεχομένου των κειμένων και των δραστηριοτήτων κι ακολουθώντας το παράδειγμα της συγκεφαλαίωσης, εξετάσαμε κατά πόσο η διαπολιτισμική εκπαίδευση περιορίζεται στην ύπαρξη κάποιων στοιχείων προσθετικής/ τουριστικής προσέγγισης ή στην προβολή ουσιαστικών στοιχείων διαπολιτισμικότητας. Παράλληλα, εξετάστηκε και η ύπαρξη κειμένων/ δραστηριοτήτων που προβάλλουν στοιχεία της ελληνικής ιστορίας και πολιτισμού. Από την έρευνα προέκυψε πως έχουν γίνει σημαντικά βήματα προς την κατεύθυνση της διαπολιτισμικής εκπαίδευσης και της μετασχηματιστικής προσέγγισης. Περισσότερο προβάλλονται στοιχεία υψηλής διαπολιτισμικότητας, στοιχεία οικουμενικά που αφορούν όλους τους ανθρώπους και λιγότερο στοιχεία προσθετικής προσέγγισης. Άλλωστε, όπως αναφέρουν και οι Bullivant (1997) και Triandis (1997) η προσθήκη στο Α.Π. τέτοιων επιφανειακών τουριστικών στοιχείων της κουλτούρας μιας γλωσσικά ή πολιτισμικά διαφορετικής ομάδας δε θα οδηγήσει τα παιδιά στην κατανόηση των πολιτισμικών διαφορών ούτε θα τα απαλλάξει από προκαταλήψεις και θα καταλήξει σε αρμονικές σχέσεις και στη βελτίωση της επικοινωνίας μεταξύ των μελών των διαφορετικών ομάδων (Αραπατζή, 2008). Σύμφωνα, δε, με τον ορισμό της UNESCO « πολιτισμός είναι το σύνολο των μοναδικών πνευματικών, υλικών, διανοητικών και συναισθηματικών πτυχών που χαρακτηρίζουν μια κοινωνία ή μια κοινωνική ομάδα. Αυτό δεν περιλαμβάνει μόνο την τέχνη και τη λογοτεχνία αλλά επίσης και μορφές ζωής, θεμελιώδη δικαιώματα του ανθρώπου, συστήματα αξιών, παραδόσεις και μορφές πίστης» ( Πανταζής, 2003β:68). Το περιεχόμενο των ελληνικών κειμένων είναι κυρίως ήπιο, ενώ οι αρνητικές αναφορές σε άλλους λαούς περιορίζονται σε μερικά κείμενα από την ελληνική ιστορία. Επίσης, σημαντικός αριθμός κειμένων με εθνικιστικό περιεχόμενο προβάλλουν έντονα και στοιχεία υψηλής διαπολιτισμικότητας. Η παρουσίαση, συνεπώς, του πολιτιστικού παρελθόντος του ελληνικού πολιτισμού ενισχύει μεν την εθνική και πολιτιστική ταυτότητα, αποφεύγει όμως τα ακραία και σοβινιστικά στοιχεία που χωρίζουν τους λαούς. Συνεπώς, μπορούμε να πούμε πως τα νέα ανθολόγια παρουσιάζονται σαφώς βελτιωμένα. Επιτρέπουν στα παιδιά να αναγνωρίσουν ως θετικό κοινωνικό φαινόμενο τις αλληλεπιδράσεις μεταξύ των ανθρώπων, επισημαίνουν συμπεριφορές που αναπαραγάγουν στερεότυπα και προκαταλήψεις, επισημαίνουν την αρνητική στάση απέναντι στο διαφορετικό κι αντιπροτείνουν «ορθές» στάσεις και συμπεριφορές που προάγουν το σεβασμό στη διαφορετικότητα, την αλληλοκατανόηση, τη συνεργασία, την κοινωνική και παγκόσμια ειρήνη, την αγάπη σε διάφορες μορφές. Προάγουν αυτό που ο Hohmann ορίζει ως «παιδαγωγική της συνάντησης» και «παιδαγωγική των συγκρούσεων». Η παιδαγωγική της συνάντησης προάγει τη διαπολιτισμική ανταλλαγή και το διαπολιτισμικό εμπλουτισμό ανάμεσα στις εθνοπολιτισμικές ομάδες και η παιδαγωγική των συγκρούσεων χρησιμοποιεί μεθόδους για την εξάλειψη του εθνικιστικού και εθνοκεντρικού τρόπου σκέψης, του ρατσισμού, της εχθρότητας για τον άλλο (Δαμανάκης, 1997). Φυσικά, πάντα υπάρχει περιθώριο για βελτίωση. Ο νόμος 2413/96 περί της διαπολιτισμικής εκπαίδευσης και οι επίσημες διακρατικές συμφωνίες υπαγορεύουν την ισότιμη συμμετοχή όλων των πολιτισμικών και γλωσσικών ομάδων στα επίσημα αναλυτικά προγράμματα και στα εγχειρίδια των μαθητών. Επομένως, θα μπορούσε να αποφευχθεί η άνιση αντιπροσώπευση των λαών στα κείμενα. Θα μπορούσαν να υπάρχουν περισσότερα στοιχεία από πολιτισμούς και άλλων λαών και όχι κυρίως δυτικοευρωπαϊκών. / Faced with increasing and changing diversity as a result of immigration, Greek educational system has been called to respond to the needs of the entire student population, which is not characterized by homogeny. In this essay we examined the goals, principals, dimensions, policies and legislation concerning Greek intercultural education and its influence οn the writing of the new “anthologies” (literature books), which are used in Greek primary schools. How possible is it to apply intercultural education through these textbooks? What kind of intercultural references are prevailing? The contributions approach, the additive or the transformational approach? At the same time we examined the existence of Greek /national elements in these texts. What kind of “nationalism” is prevailing? mild or strong? To analyze our material we used the method of qualitative content analysis. Our results showed that the new textbooks have been certainly affected by the principles and the legislation of multiculturalism, as the references of “high interculturalism’’ are prevailing. There are not many references of additive or contributions approach, while the presence of “strong national elements” is not intense. The references of mild nationalism is more increased.

The aim of the diploma thesis was to create the project of the educational programme with motivational components, concerned mainly on amphibians and reptiles in our country. The program is intended for pupils of the 7th classes of the basic school, mainly in the surrounding the town Horažďovice, because it takes into account the particular conditions of this region. The conceptual and structural analysis of subjects Amphibians and Reptiles in school-books, which are used in the Czech republic, was done before the programme scheduling. The next data source was the faunistic research of the area in question and comparison of results with published data. The educational programme includes the parts {\clqq}Amphibians``, {\clqq}Reptiles`` and {\clqq}Questions and tasks``. Some of the tasks were practically tested.

Conselho Nacional de Desenvolvimento CientÃfico e TecnolÃgico / A presente DissertaÃÃo se propÃe a analisar o processo de construÃÃo da naÃÃo moÃambicana no perÃodo pÃs-colonial (1975-1990) tendo como material empÃrico os livros escolares produzidos e difundidos nesse perÃodo Trata-se concretamente de uma anÃlise de conteÃdo dos livros de leitura dos primeiros anos de escolaridade do ensino primÃrio de gestÃo pÃblica nomeadamente os da 2Â 3Â 4Â 5Â e 6Â classes Afastando-se das concepÃÃes essencialistas o estudo encara o conceito de naÃÃo como sendo uma comunidade polÃtica e simbolicamente imaginada de pessoas que independentemente de suas caracterÃsticas empÃricas estabelecem laÃos de solidariedade entre si suportados por um passado rico de experiÃncias o que lhes torna um grupo peculiar, mas que acima de tudo tem vontade - cultivada por uma elite - de continuar vivendo conjuntamente num espaÃo geograficamente delimitado e que se pretende soberano. Nesta senda os seus resultados sugerem que no MoÃambique pÃs-colonial verificou-se um processo simbÃlico de construÃÃo da naÃÃo que procurava a todo o custo distanciar-se do imaginÃrio social que dominou o perÃodo colonial e as vivÃncias do meio tradicional Tal foi feito pela elite dirigente encabeÃada pelo ex-movimento militar de descolonizaÃÃo, a FRELIMO que fazendo uso do monopÃlio que detinha sobre o processo de produÃÃo e difusÃo dos conteÃdos educativos, como os livros escolares teve a possibilidade de usÃ-los como difusores de suas visÃes de mundo A partir deles a FRELIMO procurou legitimar-se como âdignoâ guia do povo atravÃs da estratÃgia de universalizaÃÃo de suas experiÃncias e auto-imagens para toda a populaÃÃo como se ela e o povo em geral fossem a mesma âunidadeâ Nessa estratÃgia discursiva, as vivÃncias da luta de descolonizaÃÃo foram capitalizadas como sendo o ponto de referÃncia âmÃticoâ onde sÃo destacados atitudes e comportamentos considerados âideaisâ a partir dos quais a nova geraÃÃo de moÃambicanos se devia inspirar Ao mesmo tempo a FRELIMO chamou para si a prerrogativa de definir simbolicamente Ãquilo que em sua visÃo devia caracterizar os moÃambicanos nomeadamente que cultivassem o habitus trabalhador o sentimento guerreiro a exaltaÃÃo da vida em coletividade bem como uma grande predisposiÃÃo para a disciplina e obediÃncia / This dissertation aims at analyzing the Mozambican Nationâs construction process during the post-colonial period (1975-1990) by investigating as its empirical source school books produced and divulged at the time It is therefore in a very direct way an analysis of school books used in the first grades of public primary schools namely 2nd 3rd 4th 5th and 6th grades Keeping a distance from essentialist conceptions the investigation tackles the concept of nation as a symbolically-devised political community involving people that independently from empirical characteristics establish solidarity-based ties among themselves supported by a past rich of experiences which will weld them as a unique group that will step beyond anything to express its will â cultivated by an elite â of going on living together in a geographically-established supposedly-free space Following this trail the upshot suggests that during pre-colonial time the Mozambican state reveals a symbolic process of erection of a nation that was trying with all its strength to keep itself apart from a fanciful socially-inclined body of ideas that dominated colonial life in its traditional ways That road was taken by the dominating elite headed by the former military decolonization movement the FRELIMO which by using the monopoly that it held over the process of production and divulging of educational contents such as school books had the opportunity to use them as disseminating agents of its ideas and apprehension of the world With the books FRELIMO tried to legitimate itself as a âdignifiedâ leader of the people by means of a strategy bound on a universal approach to its experiences and auto-images directed to all as if FRELIMO and the people was the same âunitâ Following that discursive trail daily actions of decolonization struggles were seen as âmythicalâ reference instances that by attitudes and behavior should be considered an âideal patternâ that should inspire the new generation of Mozambicans At the same time FRELIMO claimed to itself the privilege of symbolically defining what in its interpretation should characterize the Mozambicans namely that they cultivated the workerâs habitus the warriorâs disposition exaltation of collective life and a great disposition for discipline and obedience

This licentiate thesis addresses what textbooks in the school subject Swedish specifically oriented to pupils in different vocational programmes at Swedish high school/ upper secondary schools (Gymnasiet) offer to their readers. The study uses qualitative textual analysis as its main approach as well as, to a certain extent, quantitative data from textbooks in the Blickpunkt series (Blickpunktserien). Since they are included in so called comprehensive teaching materials, Bra Svenska A and Bra Svenska B, certain aspects of these two books, primarily their selection of texts are also studied. My point of departure is that a given textbook presumes a certain type of reader – this is supported by Umberto Eco’s theory that an author always writes with a reader in mind, a model reader, and I pose the following question: What views on subject matter, literature and cognitive approach are conveyed by the textbooks and what does this tell us about their model readers? My interpretation is that there are both many similarities and many differencies between the various model readers presumed by the textbooks. The focus on future professional activities permeates all of the textbooks, but is somewhat less prominent in Blickpunkt bygg and Blickpunkt el, where, to a certain extent, the model reader is presumed to be working with topics which can be attributed to the Swedish subject matter area. In Blickpunkt barn och fritid, Blickpunkt fordon, Blickpunkt hotell och restaurang and Blickpunkt omvårdnad, the postulated reader is assumed to be uninterested in literature and is expected to work in a field only marginally related to the Swedish subject matter area. Instead the textbooks are organized on the basis of a general assumption regarding what know-how and qualifications are currently in demand on the labor market. Therefore we cannot say that they contain a genuine Swedish subject matter area. The formulation of the textbooks implies that a model reader is not expected to approach the texts with a critical mind in order to help him or her develop cognitive thinking and oral and written language skills.

A presente dissertação aponta o tratamento dado à Cultura Material nos livros didáticos de História. A amostra constitui-se de todos os livros didáticos aprovados pelo PNLD 2003, criando-se um banco de dados contendo todas as imagens neles contidas. Nesse banco de dados, as imagens são divididas em três categorias principais: vestígios arqueológicos, mediações interpretativas e fotos. A seguir, considera-se o meio (pintura a óleo, gravura, têmpera, aquarela, escultura, estruturas urbanas e rurais...) e o suporte (tela, mural, papel...) das imagens. Tabulados e quantificados os dados, comparecem quadros indicativos por culturas e por problemas. Ausências e presenças são analisadas assim como as legendas das imagens e o manual do professor, constatando-se o uso ainda meramente ilustrativo da cultura material, que se explica por sugestões referentes à formação do historiador brasileiro / The present work discusses the treatment material culture receives in history school books. The sample was constituted by all school books approved in 2003 by the PNLD program, from which a data bank was created, relating all images from the sample.In this data bank the images are divided in three main categories: archaeological data, photos and mediatic intermediate solutions. It is then considered the type(oil painting, sculpture, buildings) and the basis (canvas, paper, wall, stone) for the images. Organized and quantified the data, both cultures and problems are presented. The consideration of both presences and absences, as well as the analysis of labels and the teacher manual prompt us to suggest that the use still illustrative of material culture is much due to the background and schooling of the Brazilian historian