Este trabalho procurou investigar a inserção de autores modernistas no livro didático da Companhia Editora Nacional, nos anos de 1930-1945, tendo por objetivo verificar como ocorreu a escolarização dos autores modernistas. Utilizando-se do referencial teórico relacionado à História Cultural, principalmente a história do livro e da leitura, entendendo o material didático como um espaço de legitimação e consagração literária, pois é este material que vai formar as novas gerações. Portanto, estar presente no livro didático é fazer parte do cânone literário, mesmo considerando que essa seleção não ocorre necessariamente por questões estéticas, mas, também, por questões que envolvem o ensino da língua, a política educacional e o mercado editorial. / This research intends to investigate the insertion of the Brazilian literary movement called modernism in low-schoolbooks launched by Companhia Editora Nacional an editing house which was simultaneously mainstream and critic in last century\'s thirties and forties. It tries to verify how modernist authors became accepted in low-schoolbooks. Its theoretical referent is History of Cultures, mainly book and reading History. It sees didactic lowschoolbooks as a space where authors are legitimated and consecrated. The books launched in this ambiance are the ones which will, in Brazilian conditions, shape new generations. To be quoted in these books is extremely important, in order to be part of mainstream education even if the selection is not exactly only due to esthetical reasons, but also to matters tied to the language learning, the educational policies and the editorial market.

<p>This essay investigates and compares the readability in two different schoolbooks: Eko Historia (the primary school grade 4-6) and Epos Historia (the upper secondary school). The questions of the survey are:</p><p>- Which differences in linguistic and layout can be found between books meant for the primary school and books meant for the upper secondary school?</p><p>- Are the texts easy to read according to the former research in readability?</p><p>In order to answer the questions structural dimensions as lexicon, syntax, bounds between sentences and narrative voices have been studied. Also the texts disposition and typography have been examined.</p><p>The results demonstrate that the book designed for the primary school has a verbal structure with an explicit vocabulary, lots of verbs and short sentences. A clear narrative voice gives an impression of spoken language. The publication also has many pictures and figures. The book aimed for upper secondary school has, in opposite to this, a typical written language with compounded substantives and long noun phrases. There are fewer illustrations and the layout follows a stringent policy. Moreover a high density of information demands the readers to draw conclusion on basis of prior experiences. If the pupils don’t have such previous knowledge the reading can complicates. In spite of this the book, in doubt, shows several signs of readability, for example simple subordinated clauses and strong bounds between the sentences.</p><p>Accordingly, both similarities and differences can be found between the primary and upper secondary schoolbook.</p>

Este trabalho procurou investigar a inserção de autores modernistas no livro didático da Companhia Editora Nacional, nos anos de 1930-1945, tendo por objetivo verificar como ocorreu a escolarização dos autores modernistas. Utilizando-se do referencial teórico relacionado à História Cultural, principalmente a história do livro e da leitura, entendendo o material didático como um espaço de legitimação e consagração literária, pois é este material que vai formar as novas gerações. Portanto, estar presente no livro didático é fazer parte do cânone literário, mesmo considerando que essa seleção não ocorre necessariamente por questões estéticas, mas, também, por questões que envolvem o ensino da língua, a política educacional e o mercado editorial. / This research intends to investigate the insertion of the Brazilian literary movement called modernism in low-schoolbooks launched by Companhia Editora Nacional an editing house which was simultaneously mainstream and critic in last century\'s thirties and forties. It tries to verify how modernist authors became accepted in low-schoolbooks. Its theoretical referent is History of Cultures, mainly book and reading History. It sees didactic lowschoolbooks as a space where authors are legitimated and consecrated. The books launched in this ambiance are the ones which will, in Brazilian conditions, shape new generations. To be quoted in these books is extremely important, in order to be part of mainstream education even if the selection is not exactly only due to esthetical reasons, but also to matters tied to the language learning, the educational policies and the editorial market.

This thesis is intended to respond to the extent to which South African textbooks on the subject of history is linked to the governmental policy documents and whether they are producing and reproducing national identity. The two textbooks are aimed at students in grade 10. Both books were produced in 2008 but published by different publishers. The essay is based on Norman Faircloughs critical discourse theory which has been supplemented by Michael Billings theory Banal Nationalism, which assumes that it is the national words that remind us daily of our homeland that is producing and reproducing national identity.   The survey shows that both textbooks are closely tied to the government policy document for the teaching of history. The textbooks refer to the policy, both explicitly and implicitly. The two textbooks reproduce a common national identity in South Africa based on the discussions taking place in society. In other words, the textbooks have been influenced by Rainbowism and African Renaissance. The books lift up both the idea of a reconciled South Africa and a proud nation in the continent of Africa. The texts and exercises in the books contribute to the production of national identity by reminding students that they can be proud to be South African in a unique multicultural nation. The analysis also shows that the textbooks strive to include all people in the national community regardless of ethnicity.

Submitted by (lucia.rodrigues@ufrpe.br) on 2016-10-20T15:04:59Z No. of bitstreams: 1 Aguinalda Alves Teixeira Filha.pdf: 473365 bytes, checksum: 30270dce35acced3249038ed7bc88df0 (MD5) / Made available in DSpace on 2016-10-20T15:04:59Z (GMT). No. of bitstreams: 1 Aguinalda Alves Teixeira Filha.pdf: 473365 bytes, checksum: 30270dce35acced3249038ed7bc88df0 (MD5) Previous issue date: 2007-08-30 / Cette étude a pour objectif général d’analyser le rôle didactique du livre scolaire dans les contenus de séquences des cours de biologie de l’enseignement moyen (ensino médio). Et, pour objectif spécifique, d’identifier les contenus en biologie présents dans les livres didactiques (livres scolaires) et dans la pratique pédagogique [la mise en relation des contenus des livres scolaire et de la pratique pédagogique des professeurs]. Le cadre théorique s’insère dans les diverses perspectives théoriques relatives aux modeles d’enseignement. De cette manière, la pratique pédagogique est conçue comme étant une pratique sociale orientée par des objectifs, des finalités et des connaissances. La pratique pédagogique est une dimension de la pratique sociale qui préssupose une relation théorie-pratique, et, c’est essenciellement notre devoir, em tant qu’éducateurs, de rechercher des conditions nescessaires à sa réalisation. La méthodologie utilisée s’insère dans une perspective d’études qualitatives en éducation. 11 professeurs de Biologie ont été sélectionnés de maniére aléatoire pour participer à cette recherche. Nous avons utilisé des entretiens semi-directifs, films et observations non-participantes lors de leçon de Biologie. Les résultats ont montré que le livre scolaire se constitue, dans les pratiques, comme instrument de recherche et non comme facteur déterminant d’une séquence de contenues abordée tout au long des leçons. Il existe d’autres facteurs pouvant modifier la séquence des contenus programmés. L’étude montre que le livre scolaire se présente comme une réference principale pour les professeurs, qui plannifient et orientent leurs pratiques pedagogiques, cependant, en face de la dimension interactive de la salle de la classe, l’organisation des contenus, peut, à tout moment, être modifiée. / Este estudo teve por objetivo geral analisar o papel do livro didático nas seqüências de conteúdos das aulas de biologia do ensino médio. E por objetivos específicos (1) identificar as seqüências de conteúdos de biologia presentes nos livros didáticos e na prática pedagógica e (2) relacionar as seqüências de conteúdos presentes no livro didático e na prática pedagógica dos professores. O quadro teórico se insere nas diversas perspectivas teóricas relativas aos modelos de ensino. Dessa maneira, prática pedagógica é concebida como sendo uma prática social orientada por objetivos, finalidades e conhecimentos. A prática pedagógica é uma dimensão da prática social que pressupõe a relação teoria-prática, e é essencialmente nosso dever, como educadores, a busca de condições necessárias à sua realização. A metodologia utilizada se insere na perspectivas dos estudos qualitativos em educação. Participaram da pesquisa 11 professores de Biologia, selecionados de forma aleatória. Utilizamos por instrumentos entrevista semi-estrutura, videografia e observação não participante de aulas de Biologia. Os resultados sugerem que o livro didático se constituiu, nessas práticas, em um instrumento de pesquisa e não um fator determinante da seqüência dos conteúdos abordados ao longo das aulas. Existem outros fatores oriundos do trabalho interativo em sala de aula que podem modificar a seqüência dos conteúdos programada. O estudo mostra que o livro didático se apresentou como principal referência para os professores, ao planejarem e exercerem sua prática pedagógica, porém em face da dimensão interativa em sala de aula, a organização dos conteúdos a serem ensinados foi, em alguns momentos alterada.

Este trabalho consiste em uma análise de materiais didáticos, mais precisamente das apostilas do ensino médio e de curso pré-vestibular, ambos pertencentes a um conhecido método de educação privado. A intenção da nossa pesquisa foi analisar como tais materiais abordam as questões teóricas e os exercícios de Língua Portuguesa, principalmente aqueles referentes à gramática, a fim de investigarmos se predominam atividades concernentes à gramática teórica, à gramática de uso, à gramática normativa ou à gramática reflexiva (Travaglia, 2006; 2007). Foi averiguado que, embora haja atividades que abordem a gramática de uso, a gramática normativa e a gramática reflexiva, os exercícios predominantes estão relacionados à gramática teórica, indicando que o livro didático é elaborado com base no resultado que os alunos apresentam em exames, como o vestibular, por exemplo (Fidalgo, 2006). Tal fato nos leva a crer que a apostila analisada neste trabalho contempla o ensino da gramática com o objetivo de particularizar não somente a compreensão das regras, mas também o uso e a funcionalidade da língua. / This paper consists of an analysis of didactic material, specially schoolbooks of high school and pre-entrance examination course; both of them from a well known private school. Our intention in this study was to analyze how this material approached some theoretical aspects and exercises of the Portuguese Language, specially the ones concerned to grammar, in order to verify if there is emphasis in activities related to the theoretical grammar, use of grammar, prescriptive grammar or reflective grammar (Travaglia, 2006; 2007).. It was verified that, even there are activities related to the use of grammar, prescriptive grammar and reflective grammar, the majority of the exercises are related to theoretical grammar, indicating the or schoolbook is prepared based on the results which students have gotten in some tests, like vestibular, for instance (Fidalgo, 2006). This fact makes us believe the schoolbook analyzed in this paper ponders the grammar teaching with purpose not only to comprehend the rules, but also the use and functions of the Language.

This essay investigates and compares the readability in two different schoolbooks: Eko Historia (the primary school grade 4-6) and Epos Historia (the upper secondary school). The questions of the survey are: - Which differences in linguistic and layout can be found between books meant for the primary school and books meant for the upper secondary school? - Are the texts easy to read according to the former research in readability? In order to answer the questions structural dimensions as lexicon, syntax, bounds between sentences and narrative voices have been studied. Also the texts disposition and typography have been examined. The results demonstrate that the book designed for the primary school has a verbal structure with an explicit vocabulary, lots of verbs and short sentences. A clear narrative voice gives an impression of spoken language. The publication also has many pictures and figures. The book aimed for upper secondary school has, in opposite to this, a typical written language with compounded substantives and long noun phrases. There are fewer illustrations and the layout follows a stringent policy. Moreover a high density of information demands the readers to draw conclusion on basis of prior experiences. If the pupils don’t have such previous knowledge the reading can complicates. In spite of this the book, in doubt, shows several signs of readability, for example simple subordinated clauses and strong bounds between the sentences. Accordingly, both similarities and differences can be found between the primary and upper secondary schoolbook.

This Diploma Thesis examines how beginning teachers first grade of primary school work with textbook materials intended for educational area Man and his world. The thesis is divided into two main parts. On the theoretical part which discusses the typology of teachers, defines novice teacher and the problems that are faced by beginning teachers. Supporting the theory part consists of knowledge regarding textbook materials and textbooks, its functions, structure, roles, styles, use of teacher and teacher's level of dependence on the textbook. Work also maps the process of granting the approval clause. The practical part is based on the results of the survey, whose main objective is to see how beginning teachers to primary school used textbook materials in the planning and preparation of lessons, how often textbook materials used in the classroom and if they creates its own teaching materials. Keywords: novice teacher, textbook, textbook materials,

This paper is the second part of a study where the first part was written as a literature review on digital learning at school. In this second part the paper focuses on digital schoolbooks and their use in foreign language teaching, an area that has not been researched yet. Multimedia, interactivity and interaction are terms connected to learning with digital schoolbooks. These books aim to cover all a subject’s contents leading up to pupils using different multimedia features through a learning process. Previous findings indicate that using digital tools help to individualize teaching by supporting children’s individual needs in learning. This paper concerns on teachers and producers’ purposes and experiences in using the digital schoolbooks in foreign language learning in Swedish primary and secondary schools. The paper presents the results of interviews with four teachers and a publishers’ staff member. The main conclusions are that multimedia learning promotes effective learning and that teachers wish to increase their influence in practical terms in order to improve the books effectiveness in teaching contexts. / <p>Tyska</p>

This paper is a literature review exploring previous research on digital learning at school and the competence required both of teachers and pupils. Furthermore, it aims to point out advantages and disadvantages of digital tools in teaching at school by focusing on foreign language teaching. Previous studies indicate that using digital tools in school help to individualize teaching in order to consider the pupils’ individual needs in learning. Recent studies document as well that the teachers’ well-conceived teaching designs are important for target-aimed learning success. According to referred literature should teaching with help of media not replace the teacher in class but rather accompany it. There is however not much research related to digital multimedia schoolbooks which aim to cover all content in a subject. This paper presents two digital schoolbooks for German at Swedish schools in reference to underlying didactic parameters and in comparison, to digital tools. The paper refers both German and Swedish perspectives on digital learning. Finally, the paper deals with the question how far school providers are prepared to implement digital learning at school in order to fulfil their own ambitions.