The thesis deals with project of a textbook for business academies. The theme of the chapter of the textbook is marketing mix. The project is made in such a way the students get total information on these problems. The extant of the theme is intended for students of higher classes. The project consists of theoretical part (textbook, exercise book) and practical part (teaching at business academy).

O ensino de língua inglesa conta com manuais que prescrevem metodologias para abordar as atividades de compreensão oral. No entanto, no contato com alunos durante a prática docente, percebemos que apesar das prescrições metodológicas muitos aprendizes permanecem com dificuldades na realização seja dos exercícios de compreensão oral do livro didático, seja das provas de proficiência. Assim, o objetivo desta pesquisa é analisar o funcionamento das atividade de compreensão auditiva a partir de uma perspectiva semântico-discursiva (ORLANDI, 1983; CORACINI, 1999; PÊCHEUX, 1990), dos estudos culturais (WOODWARD, 2000) e dos estudos pós-coloniais (ANCHIMBE; ANCHIMBE, 2005) e com apoio de conceitos da psicanálise tais como o Outro/outro, o estranho (unheimlich) e o enigma, que empregamos como metáfora das noções de inconsciente e recalque (FREUD, 1996; LACAN, 1998; KOLTAI, 1998). Desse modo, refletimos acerca do livro didático, do papel do professor de inglês e das representações de compreensão auditiva nos dizeres dos alunos e professores entrevistados. / There is a variety of manuals for the teaching of the English language which prescribe Several methodologies in order to address listening comprehension activities. However, by the contact with students during the teaching practice, we realized that despite the strategies many learners still have difficulties in performing either the listening comprehension exercises from textbooks, or the proficiency tests. Thus, the purpose of this research is to analyze the functioning of listening comprehension activities from a semantic-discursive perspective (ORLANDI, 1983; CORACINI, 1999; PÊCHEUX, 1990), cultural studies (WOODWARD, 2000), postcolonial studies (ANCHIMBE, ANCHIMBE, 2005) and based on psychoanalytical concepts such as other/Other, uncanny (unheimlich) and enigma which we use as a metaphor for the notions of unconscious and repression (FREUD, 1996; LACAN, 1998; KOLTAI, 1998). Therefore, we discuss the textbook, the role of the English teacher and the representations of listening comprehension in the speech of the students and teachers interviewed.

Durant l'ère Meiji, afin d'occuper une position forte dans le concert des nations, le gouvernement japonais engage le pays dans un mouvement de modernisation. Dans le cadre de ce mouvement, les mathématiques occidentales, et en particulier la géométrie euclidienne, sont introduites dans l'enseignement. Cette décision est prise alors que, en raison du succès des mathématiques traditionnelles (wasan), aucune traduction sur le sujet n'est disponible. Mes travaux s'intéressent aux premiers manuels de géométrie élémentaire, qui ont été élaborés, diffusés et utilisés dans ce transfert scientifique. Une grille d'analyse centrée sur les questions du langage et des outils logiques est déployée pour mettre en évidence les différentes phases dans l'importation et l'adaptation des connaissances occidentales / During the Meijing era, the political context in East Asia led the Japanese authorities to embark on a nationwide modernization program. This resulted in the introduction of Western mathematics, and especially Euclidean geometry into Japanese education. However, as traditional mathematics (was an) were very successful at that time, there were no Japanese translations of texts dealing with this new geometry available at this time. My work focuses on the first Japanese textbooks that were developed, distributed and used during this period of scientific transfer. My analysis concentrates on language and logical reasoning in order to highlight the various phases in the importation and adaptation of Western knowledge to the Japanese context

This study aims at investigating what opportunities mathematics textbooks used in Swedish and German upper secondary schools offer to practice modeling within the topic of mathematical analysis. The main interest of the study lies in how the textbook content relates to the national curriculum goals regarding modeling, but the Swedish and German textbooks are also compared to each other. In order to achieve this objective, two textbooks, one from each country, were analyzed with respect to the amount and to the quality of available modeling tasks. In the content analysis, theory on modeling competence and realistic tasks were used. The results indicate that the two analyzed textbooks contain modeling tasks to approximately same extent. Both textbooks support exclusively intra-mathematical aspects of modeling, which is in line with the findings of previous studies. While the scope of mathematical modeling in the textbooks does not correspond to the general curriculum goals of realistic modeling, it covers partly (Sweden) or completely (Germany) the curriculum requirements for at least the lowest proficiency level of the modeling competence. / Denna studie syftar till att undersöka vilka möjligheter matematikläroböcker som används i den svenska och den tyska gymnasieskolan erbjuder för att öva modellering inom matematisk analys. Studiens intresse ligger framför allt i hur läroböckernas innehåll relaterar till de nationella styrdokumentens lärandemål om modellering, men dessutom jämförs de svenska och tyska läroböckerna även med varandra. För att uppnå detta syfte analyserades två läroböcker, en från vardera land, med hänsyn till mängden och kvaliteten av befintliga modelleringsuppgifter. I innehållsanalysen användes teori om modelleringsförmåga och realistiska uppgifter. Resultaten indikerar att de två läroböcker som analyserats innehåller modelleringsuppgifter i ungefär samma utsträckning. Båda läroböckerna stödjer endast inommatematiska aspekter av modellering, vilket är i linje med tidigare forskningsrön. Även om omfattningen av matematisk modellering i läroböckerna inte överensstämmer med läroplansmål om realistisk modellering, motsvarar de befintliga modelleringsuppgifter delvis (Sverige) eller helt (Tyskland) åtminstone de lägsta kunskapskraven som styrdokumenten har angående modelleringsförmågan.

Dans une communication exolingue, les échecs pragmatiques ne sont pas aussi aisément reconnaissables que les erreurs grammaticales ou phonétiques et de ce fait, ils risquent de mener à des malentendus sans qu’il y ait de tentative de réparation. Comment identifier et expliquer ces difficultés pragmatiques aux apprenants ? Quels sont les moyens possibles pour la transmission du savoir pragmatique ? Cette étude vise à répondre à ces questions en coordonnant, d’une part, les problèmes rencontrés dans les interactions réelles entre Français et Japonais et, d’autre part, ceux qui apparaissent dans les situations d’enseignement du français langue étrangère au Japon. Autour de deux actes de parole (l’excuse et de la réfutation), les différences entre Français et Japonais sont examinées à l’appui de corpus variés : témoignages écrits (livres et blogs) des personnes ayant connu les deux cultures, ouvrages de savoir-vivre ou encore, extraits de films. L’étude se tourne ensuite vers les trois composantes de l’enseignement : le manuel, l’enseignant et l’apprenant. Après une analyse des manuels de français langue étrangère édités au Japon, le travail a été enrichi par des entretiens avec des enseignantes, ainsi que par des questionnaires menés auprès d’apprenants japonais. Cette étude a permis de mettre à jour les possibilités et les difficultés de l’enseignement de la pragmatique, telles que le maniement des stéréotypes, les différences entre enseignant natif et non-natif ou encore la capacité d’observation chez les apprenants même débutants. / In communication between native and non-native speakers, pragmatic failures are not as easily recognizable as grammatical or phonetic errors, and therefore, they risk to lead to misunderstandings; generally speakers have no chance to repair ommunication problems. How do foreign language teachers identify and explain these pragmatic difficulties to the learners ? What are the possible means to teach pragmatics ? This study aims at answering these questions by associating the problems in the real interactions between French and Japanese speakers and those in the situations of teaching French as a foreign language in Japan. Concerning two speech acts (apology and refutation), the differences between French and Japanese are examined using various corpuses: books and blogs written by those who experienced both cultures, French and Japanese literature on manners and etiquette, and some sequences from movies. The study then deals with the three components of education : the textbook, the teacher and the learner. After an analysis of French textbooks published in Japan, interviews were conducted with teachers of French, and questionnaires were administered to Japanese learners. This study made clear the possibilities and the difficulties of teaching pragmatics, such as the way of incorporating stereotypes, the differences between native and non-native teachers, and the learners’ ability to be aware of pragmatic features even at beginner level.

Tidigare studier har visat att matematiken i svenska skolan till övervägande del handlar om att räkna i läroboken samtidigt som det också påvisats att dessa i för låg utsträckning innehåller uppgifter som låter eleverna arbeta med problemlösning. Forskning menar att problemlösningsförmågan handlar om att ha en bred repertoar av strategier och en förståelse för hur dessa hänger samman och hur de kan användas. Förmågan förklaras som att kunna tänka kreativt och värdera sina kunskaper för att på bästa sätt angripa ett problem. För att utveckla detta måste eleverna få diskutera, konstruera egna problem och lösa problem på många sätt. De måste också få lösa många problem under en lång period. Denna studie har jämfört två läroböcker i årskurs fem som används i skolor och tittat på deras innehåll och uppbyggnad för att se hur de möjliggör utvecklingen av problemlösningsförmågan. Studien visade att båda läromedlen innehåller en låg andel matematiska problem och eleverna uppmanas att diskutera mycket lite. Eleverna ombeds aldrig att lösa ett problem på fler än ett sätt och bara i det ena läromedlet får eleverna träna på att skapa egna problem. Slutsatsen blev att båda läromedlen behöver kompletteras med annan undervisning om eleverna ska utveckla problemlösningsförmågan i matematik. / Previous studies have shown that mathematics in Swedish school for most part consists of calculating in the textbook when it at the same time has been proven that the textbooks in a too low extent contains tasks that allow the pupils to work with problem solving. Research mean that the problem-solving ability is about having a broad repertoire of strategies and an understanding for how these are associated and how they can be used. The ability is described as being able to think creatively and to evaluate one’s knowledges to tackle a problem as good as possible. To develop this, the pupils need to get the opportunity to discuss, create own problems and solve problems in many ways. They also must get to solve many problems during a long period of time. This study has compared two textbooks for grade five which are used in Swedish schools and has looked at their content and structure to see how they enable the development of the problem-solving ability. The study showed that both textbooks contain a low proportion of mathematical problems and the pupils are encouraged to discuss very little. The pupils are never asked to solve a problem in more than one way and only in one of the teaching materials the pupils get to practice making own problems. The conclusion was that both teaching materials need to be complemented by other education if the pupils are to develop the problem-solving ability in mathematics.

Det här produktionsarbetet undersöker hur enligt tidigare forskning erkända differentierade strategier återfinns i  läroböcker som används i kursen Matematik 2b, en kurs där en stor andel elever får underkänt betyg. Många lärare  utgår från lärobokens uppbyggnad när de utformar sin matematikundervisning vilket lägger stor vikt vid hur läroboken  är utformad. Syftet med arbetet är därför att undersöka om läroböcker som används i kursen Matematik 2b är  utformade på ett sätt som hjälper läraren att lyckas med sitt differentierande uppdrag i det inkluderande klassrummet. Resultatet införskaffades genom en kvalitativ innehållsanalys och visade att strategierna struktur, mängdträning,  explicita instruktioner, metastrategier, vardagsmatematik och visuella representationer återfinns på flera olika sätt,  både i lärobokens förklarande text och övningsuppgifter. Slutsatsen är att läroböckerna har potential att ge läraren förutsättningar för att lyckas med differentieringsuppdraget. Dock krävs det att läraren är förtrogen både med  läroboken och elevernas olika behov för att kunna använda läroboken på ett sätt, som möter dessa behov. / This production paper examines how differentiating instructional strategies that are acknowledged by earlier research  are found in textbooks that are used in one of the upper secondary courses in math, a course that a great proportion of students fail. Many teachers base their instruction in mathematics on the textbook, which imposes great significance on how the textbook is designed. The purpose of the paper is therefore to examine if textbooks that are used in the course are designed in a way that helps the teacher to achieve with their differentiating task in the inclusive classroom. The  result was obtained through a qualitative content analysis and showed that the strategies structure, extended repetition, explicit instruction, meta strategies, everyday math and visual representations were found in a variety of ways, both in the  explanatory text and the exercises of the textbooks. The conclusion is that the textbooks have potential to provide the  teacher with prerequisites to succeed with their differentiating task. However, this requires that the teacher is  conversant with the textbook in order to be able to use it in a conscious way which addresses different student needs.

Este trabalho é uma análise do ensino dos números fracionários, nos cursos ginasiais e de primeiro grau no Brasil, e sua relação com a matemática moderna, a partir de livros didáticos de matemática publicados durante o Movimento da Matemática Moderna (MMM). Utilizamos, como fontes, os livros de autoria de Osvaldo Sangiorgi, Ary Quintela, Carlos Galante e Miguel Asis Name, envolvendo o período dos anos 1950, antes do MMM, ao início dos anos 1970, no qual ocorre o declínio desse movimento no Brasil. No desenvolvimento desse trabalho, observamos as alterações e manutenções na legislação, nos programas curriculares, na diagramação dos livros, nos conceitos e nas diferentes abordagens dadas aos números fracionários por cada um dos autores. Constatamos, como mudanças nos livros didáticos, a introdução da teoria dos conjuntos, das propriedades estruturais e das representações (nomenclatura, simbologia e diagramas), acompanhadas pelo aumento do número de exercícios, cores, imagens e dimensões dos livros. Observamos que as mudanças conceituais relacionada são MMM estão presentes, em maior grau, nos livros de Sangiorgi, mostrando que não houve homogeneidade na incorporação das ideias da matemática moderna nos livros didáticos de matemática dos anos 1960. Constatamos, ainda, que a denominação números racionais, substituindo frações e números fracionários, já está consolidada na década de 1970. / This work is an analysis of the teaching of fractional numbers in junior high school and first degree courses in Brazil and its relation to modern mathematics, from mathematics textbooks published during the Modern Mathematics Movement (MMM). We use as sources, teh textbooks by Osvaldo Sangiorgi, Ary Quintela, Carlos Galante and Michael Asis Name, concerning the period of the 1950s, before the MMM, the early 1970s, in which occurs the decline of this movement in Brazil. In developing this work, we observed the changes and maintenance in legislation, curricula, the layout of the books, the concepts and different approaches given to fractional numbers by each author. We note, as changes in textbooks, the introduction of set theory, the structural properties and representations (nomenclature, symbols and diagrams), accompanied by the increased number of exercises, colors, images and dimensions of books. We note that the related conceptual changes are MMM are present to a greater extent in the Sangiorgi books, showing that there was no uniformity in the incorporation of modern mathematical ideas in textbooks of mathematics 1960s. We note also that the term rational numbers replacing fractions and fractional numbers, it is already consolidated in the 1970s.

Este trabalho analisou o impacto da Matemática Moderna (MM) nos livros didáticos de matemática durante o Movimento da Matemática Moderna (MMM) no Brasil, tomando como fonte alguns livros didáticos de matemática editados no período de 1950 a 1960, antes do advento do MMM, na década de 1960, onde o MMM encontrou o seu ápice, e na década de 1970, época de seu declínio. Os autores estudados foram Ary Quintela, Osvaldo Sangiorgi, Carlos Galante, Osvaldo Marcondes dos Santos, e Miguel Assis Name. Nos períodos considerados, acompanhamos como foram apresentados os números naturais e, paralelamente, as mudanças editoriais, conceituais e de legislação envolvidas no processo. Constatamos que as maiores mudanças nos livros de alguns autores foram a introdução do ensino de teoria dos conjuntos e estruturas matemáticas no trato dos números naturais. Além disso, uma série de mudanças editoriais foram observadas nos livros de todos autores, como o uso de um número maior de imagens, cores, e exercícios. Nesse sentido, a introdução da teoria de conjuntos e de todo esse aparato gráfico são, sem dúvida nenhuma, inovações do período que não podem ser vistas de maneira separadas. Ao contrário, são complementares. / We analyse the impact of Modern Mathematics (MM) in textbooks of mathematics along the Modern Mathematics Movement (MMM) in Brazil, considering as main sources some mathematical textbooks edited in the 1950\'s, before the MMM\'s advent, in the 1960\'s, the climax of the MMM in Brazil, and the 1970\'s, when the movement faces a serious decline. The authors considered here were Ary Quintela, Osvaldo Sangiorgi, Carlos Galante, Osvaldo Marcondes dos Santos, e Miguel Assis Name. In these periods, we analysed the insertion of the natural numbers in the textbooks concurrently with both editorial, conceptual and laws changes. We identified the introduction of the set theory and some mathematical structures as the major change in the subject. Yet, many editorial changes were observed as the increase of colors, images and exercises. In this sense, the introduction of both the set theory and all these graphical artifacts are innovations of the period which can not be undoubtedly analysed in a separated way. On the contrary, they are complementary phenoms.

Estudos na área de Sociolinguística têm mostrado a complexidade da arquitetura do italiano contemporâneo, composta tanto de variedades linguísticas comuns a todas as línguas naturais, relacionadas às dimensões diamésica, diastrática, diafásica e diatópica, quanto de dialetos e interlínguas. Essa intricada realidade, no entanto, parece não chegar até os aprendizes de italiano, sobretudo, fora da Itália, que, frequentemente, têm a impressão de que essa língua é monolítica e estável. Isso, em geral, se reflete em seu desempenho enquanto falantes, pois, uma vez que acreditam que a língua italiana é imutável e única, não serão capazes de reconhecer as variedades e registros linguísticos produzidos por falantes nativos. Tendo em vista a importância do livro didático como fonte de input linguístico em sala de aula e como norteador da atividade docente e discente, selecionamos os dois livros didáticos mais usados no estado de São Paulo para o ensino do italiano no momento em que se iniciou a pesquisa, e analisamos como e em que medida tais obras expõem o aprendiz às variedades linguísticas do italiano para que desenvolvam competência sociolinguística e, portanto, sensibilidade sobretudo receptiva quanto à realidade linguística italiana. Para isso, analisamos os diálogos, os livros do aluno e os guias do professor das coleções didáticas Linea Diretta e Rete! com base em 67 critérios escolhidos por poderem identificar diferentes variedades do italiano. Os resultados relacionados ao livro Linea diretta permitem dizer que essa coleção aborda implicitamente alguns dos fenômenos considerados, mas que não os explora explicitamente. Por outro lado, Rete! praticamente não insere fenômenos marcados sociolinguisticamente em seus diálogos, mas trata as questões fonológicas das variedades regionais. Desse modo, foi possível constatar que o tratamento das variedades sociolinguísticas mostrou-se insuficiente e, em alguns casos, inexistente em ambos os livros didáticos, fazendo-nos concluir que o aprendiz, cujo input linguístico derive de seus conteúdos, dificilmente desenvolverá uma competência sociolinguística que lhe propicie reconhecer e compreender adequadamente enunciados produzidos em diferentes contextos comunicativos. / Studies in Sociolinguistics have shown the complexity of contemporary Italian arquitecture, composed of both linguistic varieties, common to all natural languages and related to diamesic, diastratic, diaphasic and diatopic dimension, and the dialects and interlanguages. Nonetheless, this intricate reality doesn\'t seem to reach learners of Italian, especially outside Italy, which often have the impression that this language is monolithic and that it doesn\'t change. In general, this reflect on their performance as speakers of the language they learn, therefore, since they believe that the Italian language is unique and unchangeable, they will not be able to recognize linguistic varieties produced by native speakers. Considering the importance of the textbook as a source of linguistic input in the classroom and as a guide for teacher\'s and learner\'s activity, we selected, in the period in which our research began, the two most used textbooks for Italian teaching in the State of São Paulo, and analyzed how and to what extent these works expose the learner to linguistic varieties of Italian, in order to develop sociolinguistic competence and mainly receptive sensibility to Italian linguistic reality. We analyzed the dialogues, the student books and teacher\'s guides of the teaching collections Linea Diretta and Rete! based on 67 criteria chosen by selecting phenomena that could identify different varieties of Italian. The results related to the textbook Linea diretta let say that this collection implicitly addresses some of the considered phenomena, but doesn\'t explore them explicitly. On the other side, Rete! practically doesn\'t insert in its dialogues sociolinguistically marked phenomena, but treats phonological issues of regional varieties. So, it was found that the treatment of sociolinguistic varieties proved to be scanty and, in some cases, not existent in both textbooks. This caused the conclusion that learners, whose linguistic input derives from its content, can hardly develop a sociolinguistic competence that can allow them to recognize and understand properly utterances produced in different communicative contexts.