Orientador: Heloísa Helena Pimenta da Rocha / Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-08-22T20:04:36Z (GMT). No. of bitstreams: 1 Kinoshita_CarolinaToshie_M.pdf: 7756564 bytes, checksum: 6bc7b9336df3b1d4bfff3d775524d18b (MD5) Previous issue date: 2013 / Resumo: Esta dissertação versa sobre dois manuais escolares de higiene, A fada Hygia: primeiro livro de Hygiene e Cartilha de Higiene: alfabeto da saúde, elaborados pelo farmacêutico e médico eugenista Dr. Renato Ferraz Kehl, entre os anos de 1923 e 1936. Esses materiais foram recomendados e adotados pela Diretoria Geral de Instrução Pública do Distrito Federal e dos estados de São Paulo, Pará e Pernambuco e, posteriormente, pela Comissão de Educação, para os primeiros anos escolares. Além disso, foram mencionados nos principais impressos do Brasil, chegando a ecoar em alguns periódicos estrangeiros. Propomos analisar esses manuais escolares em suas diversas dimensões, que compreendem o contexto social de sua produção; a identificação dos círculos sociais criados para a sua difusão; as repercussões na imprensa de grande circulação e especializada; as modificações ao longo de suas reedições. Pretende-se, também, relacionar essas dimensões dos manuais com um estudo da trajetória profissional do seu autor. Os resultados dessa pesquisa nos apontam para o vínculo estabelecido entre os manuais escolares de higiene selecionados e um ideal de "eugenização" da sociedade, presente nas primeiras décadas do século XX. / Abstract: This study focus on two schoolbooks of Hygiene, A fada Hygia: primeiro livro de Hygiene and Cartilha de Hygiene: alfabeto da saúde, developed by the pharmacist and eugenicist doctor Renato Ferraz Kehl, between the years of 1923 and 1936. These materials were recommended and adopted by Office of Public Instruction (Diretoria Geral de Instrução Pública) of the Distrito Federal and by the states of São Paulo, Pará and Pernambuco and, later, by Education Committee (Comissão de Educação), for early school years. These manuals were also mentioned at the most important Brazilian newspapers, and yet reverberating in some foreign journals. We propose to analyze these schoolbooks in its various dimensions, regarding to the social context of their production; the identification of social circles created for their dissemination; the repercussions in specialized and mass circulation newspapers; the changes through the different editions. We also intended to relate these dimensions of the manuals with a study of the author professional path. The results of this research point to the bond established between the schoolbooks of Hygiene selected and an ideal of "eugenization" of society in the early decades of the 20th century. / Mestrado / Educação, Conhecimento, Linguagem e Arte / Mestra em Educação

The purpose of this study is to see how the male and female gender are portrayed in the schoolbooks that the pupils daily meet in the Swedish and Indian school. The gender regime is what we find as a normal behavior for the two binary genders, meaning how we want them and how we expect them to be. Usually the men are seen as superior of women as men are looked at as strong and brave while women are looked at as weak and beautiful. India is not an equal country when it comes to gender, not if you compare it to Sweden, even though Sweden is not completely gender equal either. So how are the male and female portrayed in the Swedish and Indian schoolbooks? The method used for this schoolbook analysis is a multimodal text analysis used to analyze how boys and men as well as girls and women are represented in four schoolbooks from Sweden as well as from India.The results show us that males get a bigger part in the Indian schoolbooks than in the Swedish ones. We can see a big difference in the representation between boys and men as well as girls and women in the schoolbooks of Sweden and India. The Indian schoolbooks show a result were men take up three quarters of the pictures and four fifths of the main characters. We can see that grown women rarely get the main lead in the Indian schoolbooks. Instead the main parts go to young girls the few times that it happens. The Swedish schoolbooks show us how the stereotypical gender regime are sometimes followed, on the other hand the results show us a better result compared to India as the pictures and main characters are almost evenly distributed between men and women. / Syftet med den här studien är att se hur det manliga och kvinnliga framställs i de läromedel som eleverna dagligen kommer i kontakt med i den svenska och indiska skolan. Hur vi förväntar oss och vill att de två binära könen ska vara, vad som är ett normalt beteende, kallas genusregim. Enligt forskning ses män ofta som överordnande kvinnor då män ses som starka och modiga och kvinnor som svaga och vackra. Indien är inte ett jämställt land om man jämför med Sverige, trots att Sverige inte heller är helt jämställt ännu. Så hur framställs det manliga och kvinnliga i Sveriges och Indiens läromedel? I läromedelsanalysen används metoden multimodal textanalys för att analysera pojkar och män samt flickor och kvinnors framställning i fyra valda läromedel från Sverige respektive Indien. Resultaten visar att män får ta en betydligt större plats i de indiska läromedlen än i de svenska. Vi kan se en betydlig skillnad i framställningen av pojkar och män samt flickor och kvinnor i läromedlen i Sverige och Indien. I de indiska läromedlen syns ett resultat där män tar tre fjärdedelar av bilderna och fyra femtedelar av huvudrollerna. Vi kan även se att vuxna kvinnor sällan får ta stor plats i de indiska läromedlen, utan de få gånger det händer är det istället unga flickor som får huvudrollerna. I de svenska läromedlen kan vi i vissa fall se hur de stereotypiska könsmönstren följs, däremot ser vi ett bättre resultat jämfört med Indien då bilderna och huvudroller nästan fördelas jämt mellan män och kvinnor.

This study compares Erik Goos’s memories of World War I to what two Swedish school books in history, Historia 1b and Möt historien 1b, write about the war. Erik was born in Germany in the year of 1900 but moved with his family to Sweden as a young boy. At the age of 15, Erik got an apprenticeship at a German clothesdealer in Rödding. 1918 was the year Erik got summoned to the military service which meant he never really got out to war until the war was over. What he did experience was the November Revolution in Germany towards the end of the war. The text books used in Swedish high school describe the events of the war chronologically in a way that is easy to survey. Because of the limited space in the school books there is less focus on the individual person and more of an overview of the whole war and its consequenses. Möt historien 1b is slightly more nuanced in its contents than Historia 1b. Möt historien 1b includes material from several different sources, for example letters from individuals who fought in the war. A story as the one told by Erik is a great example of a source that the Swedish curriculum would do well to integrate into their history lessons.

The following study examines what kind of texts learners encounter in different textbooks, if these texts are constructed or authentic (already published), and if this has, or can have, any meaning for the learningprocess of the students. The chosen textbooks, Das Dach 4 (2007), Genau! 4 (2008), Der Sprung! 4 (2011) and Alles Deutsch: oder was? 9 (2016), are analysed with a comparative method and with a literaturedidactic theoretic framework. The study determined that most textbooks only have a small amount of authentic texts and that an even smaller amount are both authentic and literary. One of the textbooks diverse from the others, as about half of the total amount of texts are authentic. In all of the textbooks most of the authentic texts are stories, poems, songs and recipies, and the most common texts overall are stories and dialogs. In contrast to the curriculum for german as a second language in Sweden, none of the textbooks had a play in it. To most of the authentic texts there are no tasks at all. The teacher can therefore choose how the students are supposed to work with the texts and what kind of competences are supposed to be fostered and developed. The study also shows that the texts and their tasks mainly are supposed to foster the learners' verbal skill and their textual understandig. The discussion indicates that reading can foster the language skills of the students, and shows that it is possible that reading not only developes the skill of textual understanding, but also understanding for the structure of the language itself.

This paper presents an analysis on three German books that are written for stage 4 German learners at the Swedish high school. The analysis was made to find out how often Germany, Switzerland and Austria were presented in the books, as well as to find out with which Themes in the books they are associated with. The following Questions are in focus of this paper: -        What themes are being used to represent Germany, Switzerland, and Austria? -        What are the main themes in the schoolbooks? -        How do the Countries stand against one another?   The results show that the focus is mainly on Germany. The German history between 1945-1990 and German literature is frequently used when depicting Germany in schoolbooks for German class, stage 4, at the Swedish high school. Switzerland is presented through its four official languages German, French, Italian, and Romansh as well as goods such as clocks, chocolate, and cheese. Meanwhile is Austria mostly represented by famous people like Elfriede Jelinek or Lise Meitner. Lastly a comparation of the analyzed schoolbooks is presented. Some themes are recurring in all three books. At the same time, the books are differently structured and used different themes that were more or less relevant.   Key words Text analysis, German schoolbooks, representation of Germany, Switzerland, and Austria, High School, Sweden

Feminist and Educational research on schoolbooks in the Greek educational context has discussed the ways in which gender or nationality or religion are being portrayed but has failed to touch upon sexuality and race (and other categories) and deploy an intersectional feminist perspective in their approaches, focusing only on one category. This thesis aims to fill the gap identified in the literature and investigate the portrayal and intersection of gender, sexuality, race, nationality, and religion in the discourses of selected texts of the Political Education schoolbook used in the first grade of highschool and the ways in which this portrayal and intersection challenges or reinforces hegemonic exclusionary discourses, power dynamics and hierarchies. From an intersectional feminist standpoint and a post-structuralist epistemological view, I used Critical Discourse Analysis as a method to achieve this goal, critically engage with the selected texts and uncover/deconstruct the ideologies and power dynamics created by the texts’ discourses. The findings reveal that nationality and religion are explicit in the texts, while gender, sexuality, and race are constructed in more subtle ways. The texts portray nationality as rigid and unchangeable, intersecting with Orthodox Christianity maintaining hegemonic nationalist discourses on“Greekness”. The absence of race and the implied whiteness as the default perpetuate racial hierarchies. Moreover, the portrayal and intersection of religion with gender and sexuality echo elements of gender binarism, compulsory heterosexuality, biological determinism, and cis/heteronormativity, reinforcing the dominant gender/sexual system and leaving no space for those who do not fit into it.

This study aims to study how five Swedish upper secondary school social studies schoolbooks adapted to the Lgy 11 curriculum, depicts conflicts. The schoolbooks are published between the years 2015 and 2021 and belong to the largest learning materials companies in Sweden. Namely Z-classic (2015), Forum 123 (2017), Reflex 123 (2017), Libers samhällskunskap 123 (2018) and Arena 123 (2021). This study partly seeks to analyze how these schoolbooks present conflict-actors in conflicts, and how it can be linked to Orientalism. In addition, also which conflicts are at the center of attention and how it can be understood based on Western news evaluation. The result based on Orientalism shows that the schoolbooks in many cases set perspectives against each other and actors from both the Western world and the Orient become equal. On the other hand, the schoolbooks sometimes tend to make misleading and discriminatory descriptions, especially when it comes to actors in the Orient. In some cases, the Western civilization also appears to be more progressive and refined compared to other civilizations. Regarding Western news evaluation, in many conflict contexts it becomes clear that conflicts in which Western countries are involved become more central. However, three of the schoolbooks convey an awareness that there are external factors that influence the evaluation of conflicts, such as the influence of American news channels, like CNN’s and AP’s influence over which events in the world are considered important.

Made available in DSpace on 2016-04-27T16:57:18Z (GMT). No. of bitstreams: 1 ELIANA DA SILVA CRUZ.pdf: 1024241 bytes, checksum: 4f124a7d14989fa23c8ea713e3e73cb2 (MD5) Previous issue date: 2005-11-04 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / The aim of this paper is to investigate how the notion of variable has been considered in Brazilian schoolbooks directed to students from the 1st. to the 8th educational degrees (usually from 7 to 15 years). The study intends to answer the following research question: How schoolbooks bring up the notion of variable having in view Chevallard s praxis organization? For this purpose, we developed a qualitative and documental analysis of four schoolbooks collections from the 5th to the 8th educational degrees. This analysis has been based on four aspects that we consider significant for the exposed study: first, we analyzed the way the schoolbooks are incorporating the orientation given by the National Curricular Parameters (PCNs), since they reported that they are in accordance to these proposals; next, we verified the authors approaches to introduce and develop Algebra and, finally, we studied the different applications given to the idea of variable. The research has been based on Chevallard s Anthropological Theory (1991), making use of an adaptation of the Praxis Organization proposed by the author. We have tried to identify, in the exercises that regard each aspect, which is the type of the task proposed, which is the way to accomplish this task, which is the technique involved and which is the theoretical-technologic argument behind this technique. We noticed that, though the schoolbooks present several Algebra conceptions and have been considering variables under different approaches, the predominance of the exercises for the application of the techniques still subsists / A presente dissertação teve por objetivo investigar como a noção de variável tem sido abordada pelos livros didáticos brasileiros referentes aos 3º e 4º ciclos do Ensino Fundamental. O estudo se propôs a responder a seguinte questão de pesquisa: Como os livros didáticos abordam a noção de variável sob a ótica da organização praxeológica de Chevallard? . Para tanto, desenvolvemos uma análise qualitativa e documental de quatro coleções de livros didáticos de 5ª à 8ª série do Ensino Fundamental. Essa análise foi desenvolvida tendo por base quatro aspectos que consideramos de grande relevância para o estudo exposto: primeiramente analisamos de que modo os livros didáticos vêm incorporando as orientações dadas pelos PCNs visto que eles relatam estarem de acordo com essas propostas; em seguida verificamos quais são as abordagem que os autores utilizam para introduzir e desenvolver a Álgebra e por último analisar quais os diferentes usos dados à idéia de variável. A pesquisa fundamentando-se na Teoria antropológica do didático de Chevallard (1991), fazendo uso de uma adaptação da Organização Praxeológica proposta pelo autor. Procuramos identificar nos exercícios que atendem cada aspecto qual o tipo de tarefa proposta, qual a maneira de cumprir essa tarefa, que é a técnica envolvida, e qual o discurso teórico-tecnológico que esta por traz dessa técnica. Percebemos que embora os livros didáticos tragam várias concepções da Álgebra e venha trabalhando as variáveis sob diferentes enfoques, ainda há a predominância de exercícios para aplicação de técnicas

<p>Today the talk about global warming and climate change are on top of the public agenda. There for schools and schoolbooks also debate the issue of global warming. A newcomer on the school stage is the sponsored school materials that studies show to be a growing phenomenon. In a debate like that of global warming which is filled with uncertainties and so much political and economic interest, I find it interesting to study how these schoolbooks talk about the issue.</p><p>In my study I have tried to analyze and compare how school materials for primary school discuss the phenomenon of global warming. I have compared two different types of schoolbooks. The first are books published by publishing companies. The other group is sponsored books made by corporations, pressure groups and government organizations which are made available to schools for free. By doing a text analysis of different schoolbooks studied how my material chooses to discuss the <em>global warming and the severity of the problem, the cause, effects and how it can be solved.</em></p><p>My results show that as a whole there is not much difference in how these two types of books talk about global warming. The main focus is on global warming as a serious issue. The only given explanation to the global warming are manmade discharge of greenhouse gases. No alternative natural explanations are given by any of the books. However my study shows that the sponsored material gives a more uncertain and nuanced picture of the issue. The study also shows that the sponsored material has a tendency to focus their reasoning around there own interests.</p>

Today the talk about global warming and climate change are on top of the public agenda. There for schools and schoolbooks also debate the issue of global warming. A newcomer on the school stage is the sponsored school materials that studies show to be a growing phenomenon. In a debate like that of global warming which is filled with uncertainties and so much political and economic interest, I find it interesting to study how these schoolbooks talk about the issue. In my study I have tried to analyze and compare how school materials for primary school discuss the phenomenon of global warming. I have compared two different types of schoolbooks. The first are books published by publishing companies. The other group is sponsored books made by corporations, pressure groups and government organizations which are made available to schools for free. By doing a text analysis of different schoolbooks studied how my material chooses to discuss the global warming and the severity of the problem, the cause, effects and how it can be solved. My results show that as a whole there is not much difference in how these two types of books talk about global warming. The main focus is on global warming as a serious issue. The only given explanation to the global warming are manmade discharge of greenhouse gases. No alternative natural explanations are given by any of the books. However my study shows that the sponsored material gives a more uncertain and nuanced picture of the issue. The study also shows that the sponsored material has a tendency to focus their reasoning around there own interests.