本研究旨在探討大台北地區國中英語教師對國中英語教科書的意見和使用現況。本研究的對象為台北市、台北縣及基隆市的300位國中英語教師。研究者以問卷為資料蒐集工具，共回收問卷264份，其中262份為有效問卷，主要採用描述性統計分析。 主要研究發現摘要如下： 1.翰林及康軒出版社所出版的英語教科書為目前大台北地區最廣為採用的兩套教材。大致而言，各校英語教學研究會有權決定使用那一套教科書。教師選擇教科書時的主要三項考量依序為內容優劣，程度適中，及教師手冊與習作的設計能達到輔助教學之目的。除了主要使用的教科書外，大多數教師採用補充教材。最主要的兩種補充教材依序為自編教材及英語教學雜誌。 2.大多數教師對英語教科書的出版特性、學習內容、學生習作、教師手冊及補充教材感到滿意。大多數教師指出學生程度差異過大是教學時最常遇到的困難。 3.大多數教師認為使用現行教科書的學生較使用國編本的學生對教材內容更感興趣。教師對現行教科書較滿意；而學生也更喜愛現行教科書。許多教師認為使用現行教科書的學生在聽說方面較使用國編本的學生表現更佳；許多教師認為使用現行教科書的學生在文法及書寫方面較使用國編本的學生表現退步。 4.許多教師認為最好由國立編譯館編寫國編本教科書，但也有近乎相等數量的教師認為國編本及民編本並行最佳。多數教師認為全國使用同一版本教科書是最佳的教科書選用方式；因此多數教師對大台北地區於九十七學年度起使用單一版本教科書持正面態度。 本研究有助於了解國中英語教科書的使用現況和意見。最後依據研究結論，對教育行政機關、出版社、教師、未來研究提出建議。 / The purpose of the study is to explore junior high school teachers’ opinions of current English textbooks and their usage in greater Taipei area. The participants of the study were 300 junior English teachers from greater Taipei area. The instrument used in this study was a questionnaire. The data was analyzed by means of descriptive statistics. The findings of this study are summarized as follows: 1.Han-lin and Kang-xüan are the two top widely- used English textbook. On the whole, the English Teaching Committee of each individual school has the power to decide which set of textbooks to be adopted. The top three considerations in textbooks selection are the overall content, suitable level of difficulty, and whether the design of teachers’ manuals and students’ workbooks facilitating instruction. Most of the teachers utilize supplementary materials in addition to their existing textbooks. The top two resources they use to enhance students’ learning are self-produced supplementary materials, and English teaching magazines. 2.Most of the teachers are satisfied with the layout, contents, students’ workbooks, teachers’ manuals and supplementary materials. Lots of the teachers point out teaching students with highly diverse competence is the main problem in their teaching. 3.Most of the teachers observe that students who use current textbooks are more interested in the contents than students who used centralized textbooks. In general, current textbooks are satisfactory to most of the teachers and more appropriate to students compared to centralized ones. Many of the teachers sense that students who use current textbooks are better in listening and speaking than students who used centralized textbooks, while a certain number of the teachers feel that students who used centralized textbooks outperform those who use current textbooks in grammar and writing. 4.For most of the teachers, it is best for National Institute for Compilation and Translation to develop and generate centralized textbooks. However, an equal number of the teachers consider it is best for the commercial produced textbooks to be used in conjunction with the centralized textbooks. The most ideal way of adopting junior high school English textbooks is to use the same set of textbooks. Hence, the majority of the teachers support the local governments’ (including Taipei City, Taipei County and Keelung City governments) policy to use the same English textbooks. The study provides an understanding of teachers’ opinions on the usage of junior high school English textbooks. Some pedagogical implications are offered for the educational authorities, the textbook publishers, and English teachers.

The topic of my diploma thesis is the current situation of gender aspects of education in primary schools, mainly concerning information and communications technologies. The theoretical part deals with the basic issue, which caused and still causes gender stereotypes. The practical section analyses results of my survey that was dedicated to the present situation of gender sensitive education in subjects of ICT. The survey paid attention to the attitude of the male and female students as much as the view of the male and female teachers on the gender issues. Further, there is a gender analyse of two of the textbooks used for the second grade of primary education. In the final part, there are conclusions of my research with a few suggestions for teaching practices.

The aim of this thesis is to gain insight into the problems that pupils have when switching between verbal and algebraic expressions, through the analysis of their problem-solving processes. The work is divided into theoretical and experimental parts. The theoretical part of the paper contains three sections. The first describes the analysis of three selected Czech textbooks series for primary schools in terms of teaching the concept of variables and algebraic expressions. The next section deals with international comparative research TIMSS and the success of Czech pupils of year 8 in algebra. In the third section, results of international research concerning the issue of transition between verbal and algebraic expressions are described. The main part of the work is the experimental part, it aims to describe the difficulties encountered by pupils in algebra and to identify their likely sources. The basis for the own research was a set of 9 problems based on released TIMSS problems. The target group of pupils was year 9 of primary school, with whom the investigation was carried out via think-aloud interviews. First, a pilot study was conducted on a sample of 3 pupils, during which a set of test problems was checked. The main study involved 8 pupils. The think-aloud interviews were recorded and later...

O presente trabalho apresenta os resultados de uma pesquisa em nível de mestrado do Programa de Pós-Graduação em Educação da Faculdade de Filosofia Ciências e Letras de Ribeirão Preto da Universidade de São Paulo. Este projeto faz parte de uma pesquisa mais ampla realizada pelo Grupo de Estudos e Pesquisa sobre Políticas Públicas de Educação para a Infância (GEPPEI), intitulada Gestão de sistemas e unidades públicas de Educação Infantil: análise de uma microrregião no estado de São Paulo, orientada pela Professora Doutora Bianca Correa. Este recorte específico teve por objetivo aprofundar os estudos sobre Educação Infantil e gênero por meio da análise de material apostilado utilizado em um dos municípios integrantes da região analisada, tendo em vista os conteúdos propostos sob a ótica das questões de gênero. Como aporte teórico, recorremos à legislação vigente e produção acadêmica na área. Como recursos metodológicos, além da análise do conteúdo das apostilas, utilizamos entrevistas. A análise do material nos permitiu selecionar duas categorias principais, sendo a construção da imagem de menina/menino e a construção da imagem de mulher/homem. Como critérios de análise, escolhemos os padrões de vestimenta e a maneira como aparecem brinquedos e brincadeiras entre meninos e meninas e o papel ocupado e/ou a função social que mulheres e homens desempenham no material apostilado. No que diz respeito à vestimenta, foi possível constatar que o material veicula um padrão estereotipado, tendo em vista que as apostilas utilizam constantemente o uso de saia/vestido para as meninas e short/calça para meninos. Identificamos ainda um padrão predeterminado em relação aos brinquedos e brincadeiras, bem como a existência de espaços privilegiados para o brincar. Em relação à imagem de adultos foi possível verificar que no material apostilado os homens desempenham diversas funções, enquanto atribui-se às mulheres os afazeres domésticos e maternidade, desconsiderando assim seu papel no mercado de trabalho, com exceção da função docente. As entrevistas indicaram que há prioridade na realização das atividades das apostilas em detrimento ao brincar e revelaram práticas diferenciadas para meninos e meninas no ambiente escolar. Este estudo concluiu que a utilização de materiais apostilados no município C se constitui numa prática prescritiva e que os conteúdos veiculados nas apostilas favorecem a cristalização de conceitos que tendem a reforçar relações desiguais de gênero / This thesis statement presents the results of a Master\'s level research of the Graduate Program in Education of the Faculty of Philosophy, Sciences and Literature of Ribeirão Preto. This project is part of a wider research conducted by the Group of Studies and Research about Educational Public Policies for Childhood (GEPPEI- in Portuguese), entitled as \"Management systems and Public Units for Early Childhood Education: analysis from a microregion in the state of São Paulo\", oriented by Professor Bianca Correa, Ph.D.. This specific piece aimed to deepen the studies on Early Childhood Education and gender through the analysis of the textbook used in one of the cities in the region that was analysed, considering the contents proposed from the point of view of gender issues. As a theoretical contribution, we resorted to the current legislation and the academic production in the subject. As methodological resources, besides the analysis of the textbook content, we used magazines. The material analysis allowed us to select two main categories, the image building of girl/boy and the image building of woman/man. Considering the analysis criteria, we chose the dress code and the way toys and games are presented to boys and girls and/or the social role women and men play in the textbook. Regarding the dress code, it was possible to certify that the material conveys a standard stereotype, considering that the textbooks show the use of skirt/dress to girls and shorts/trousers to boys constantly. We also identified a predetermined standard in relation to toys and games, as well as the existence of privileged spaces to play. About the adults image, it was possible to certify that in the textbook men perform several tasks, whereas women perform household chores and maternity tasks, disregarding their role in the workplace, except for teaching. The interviews indicated that there is a priority in carrying out the textbook activities to the detriment of playing, and they revealed distinct practices between boys and girls in the school environment. This study concluded that the use of textbooks in the city \"C\" constitutes in a prescriptive practice and that the contents conveyed in the textbooks favour the crystallization of concepts that tend to reinforce unequal gender relations

Cette recherche montre l’usage, la représentation culturelle, l’intérêt sémiologique et pédagogique des images fixes se trouvant dans huit manuels de FLE, édités en France. Ces images peuvent être un moyen efficace pour transmettre à un apprenant étranger la langue et la culture françaises. Les codes, les signes peuvent porter en germe des messages riches pour la communication langagière et la communication culturelle et interculturelle. Notre constat est le suivant : la plupart de ces images ne répondent pas à la directive du CECR : à savoir de renouveler les manuels d’enseignement des langues et des cultures étrangères. Certes, les textes ont évolué, mais les images n’ont pas été renouvelées. Elles restent limitées, à un support pédagogique secondaire d’illustration et d’information. Trop souvent, elles sont opaques ou représentent une France stéréotypée. Mais il y a des exceptions avec des images culturelles montrant la société française contemporaine. - Dans un premier temps, nous présentons l’évolution de l’enseignement et des méthodes de FLE, le rôle des représentations culturelles dans cet enseignement, la sémiologie et ses éléments, l’effet et les messages d’une image. - Puis, dans un second temps, nous analysons les images fixes : l’identification de ces images comme objet pédagogique, la rhétorique pédagogique et culturelle de ces images. Chaque analyse se termine par un tableau statistique. Nous concluons par des suggestions pour développer la rhétorique sémiologique et l’effet pédagogique des images fixes dans les manuels de FLE, car elles sont essentielles pour rendre l’enseignement de la langue et de la culture française plus efficace. / This search will describe how images in the eight FLE [French as a Foreign Language] textbooks published in France are used, are culturally representative, and are of interest from semiological and pedagogical points of views. These images can be an efficient way to teach the French language and culture to foreign learners. Codes and signs can contain rich messages that will help communication on linguistic, cultural, and intercultural levels. The research for this paper has led to the following ascertainment—most of these images do not respond to the CEFR guidelines for updating foreign language-culture textbooks. Though the texts have evolved, the images have remained the same. They still serve only a secondary pedagogical role—to illustrate and provide information. Most of the time, they are superficial or show only clichés of France. There are exceptions, however. Some images portray contemporary French society. The first section of this paper will present the evolution of teaching methods in the field of FLE, the role of cultural representations within that teaching, the science of semiology and its elements, and the effect and messages that images can produce. The second section will concentrate on the analysis of the images—identifying them as pedagogical tools and discussing their cultural and pedagogical content. Each analysis will include a table of statistics.

TITLE: The problematic of Fungi in the education on the primary level of the elementary school AUTHOR: Eliška Lucie Sochůrková DEPARTMENT: Department of Biology and Environmental Studies SUPERVISOR: RNDr. Jana Skýbová, Ph.D. ABSTRACT: This diploma thesis includes a summary of historical development in teaching natural science at the elementary school level, an analysis of the curricular documents, an analysis of the textbooks for 4th and 5th grade from different publishers with the focus on the topic Fungi, as well as nine interviews with the teachers about the specific realization of this topic in their lessons and a project Antibiotics - different kind of Fungi, which introduce a function of the antibiotics, their historical development and current challenges to the students. The aim of this paper is to find out the actual placement of the topic Fungi in the education on the primary level of the elementary school and to inspire teachers to use the great variety of this kingdom, for example by implementing the mould, yeast cells or wood-destroying fungi into their curriculum. The topic Fungi was in the Framework Education Program for Elementary Education and in some of the School Education Programs as well as in all the textbooks. It is part of the curriculum for most of the teachers, they concentrate...

Esta dissertação está inserida no âmbito do estudo das imagens em livros didáticos de História. A partir da coleção História em Movimento (2014), pertencente ao Programa Nacional do Livro Didático 2015 (PNLD) para o Ensino Médio, investiguei um registro imagético específico, nesse caso, as reproduções de obras de arte. Busquei compreender de que modo essa coleção articula saberes históricos com saberes artísticos, identificando e refletindo sobre as estratégias pedagógicas e metodológicas utilizadas para tal, bem como sobre as relações entre o ensino de História e o de Artes Visuais. Para tanto, me detive na análise documental do Edital de Convocação para o processo de inscrição e avaliação de obras didáticas para o PNLD 2015 Ensino Médio (01/2013), no exame do Manual do Professor da coleção História em Movimento, na realização e na análise de um levantamento quantitativo dos registros imagéticos e artísticos que compõem a referida coleção e na investigação de uma seção específica – Olho Vivo. A pesquisa demonstra que a presença de registros imagéticos e, particularmente, de reproduções de obras de arte em coleções didáticas é fruto de uma série de fatores ligados a demandas educacionais específicas. No caso da coleção História em Movimento, as reproduções de obras de arte são utilizadas na medida em que tematizam representações de personagens e indivíduos históricos, sendo interpretadas enquanto símbolos e alegorias que possuem significados específicos a serem decifrados. / This dissertation inserts itself in the scope of the study of images in History textbooks. Based on the História em Movimento collection (2014), which belongs to the 2015 National Textbook Program (PNLD) for High Schools, I have investigated a specific imagetic record, in this case, the reproductions of artworks. I have tried to understand how this collection articulates both historic and artistic knowledge, identifying and reflecting on the pedagogical strategies and methodologies used for doing so, as well as the relations between History and Visual Arts teaching. Hence, I have focused on the documental analysis of the convocation public notice for the process of enrollment and evaluation of textbooks for the 2015 National Textbook Program for High School (01/2013), on the examination of the teacher’s manual of the História em Movimento collection, on the realization and analysis of a quantitative survey of the imagetic and artistic records that compose the referred collection and on the investigation of a specific section - Olho Vivo. The research shows that the presence of imagetic records and, particularly, of artwork reproductions in textbook collections is the outcome of a series of factors connected to specific educational demands. In the História em Movimento collection, the artwork reproductions are used as far as they conceptualize representations of characters and historical individuals, being interpreted as symbols and allegories which have specific meanings and need to be deciphered.

Submitted by Vanessa Pansani Viana (vanessa_pansani@yahoo.com.br) on 2017-03-15T15:52:08Z No. of bitstreams: 1 Dissertação Español Entérate capa dura folha aprovação.pdf: 15956595 bytes, checksum: a258154d14d5c696ae2d265e83074470 (MD5) / Approved for entry into archive by LUIZA DE MENEZES ROMANETTO (luizamenezes@reitoria.unesp.br) on 2017-03-21T14:45:01Z (GMT) No. of bitstreams: 1 viana_vp_me_assis.pdf: 15956595 bytes, checksum: a258154d14d5c696ae2d265e83074470 (MD5) / Made available in DSpace on 2017-03-21T14:45:01Z (GMT). No. of bitstreams: 1 viana_vp_me_assis.pdf: 15956595 bytes, checksum: a258154d14d5c696ae2d265e83074470 (MD5) Previous issue date: 2017-02-03 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / Esta dissertação investigou como os textos literários foram explorados na coleção didática Español ¡Entérate! (2009), a primeira coleção destinada ao EF II para o ensino da Língua Espanhola, juntamente com a Saludos (2009). As duas edições foram aprovadas pelo primeiro exame do Programa Nacional do Livro Didático (PNLD) de Língua Estrangeira (LE), ocorrido em 2011, o qual avaliou várias coleções de língua inglesa e espanhola para distribuição nas redes públicas de ensino. A coleção Español ¡Entérate! foi eleita em nosso estudo, por ter sido adotada nas escolas públicas e Centro de Estudos de Línguas (CEL) do estado de São Paulo. Em nossa análise utilizamos como abordagem teórico-metodológica os conceitos de alteridade e dialogia, oriundos do Círculo de Bakhtin. Por meio deles, analisamos se a forma de edição dos textos literários, nos quatro livros dessa coleção didática, preserva a estrutura do discurso literário e se os exercícios formulados a partir de tais textos privilegiam também esta característica, bem como se a configuração deles permite uma relação de diálogo entre o aluno e os textos. Essas indagações foram feitas por acreditarmos que o dialogismo e a alteridade, presentes no discurso literário, são aspectos fundamentais para o enriquecimento cultural do discente que está aprendendo uma nova língua. Dessa forma, o processo histórico sobre a constituição de programas educacionais, como o PNLD, sobre a elaboração de diretrizes, como aquelas dos Parâmetros Curriculares Nacionais (PCNs) e do Currículo do estado de São Paulo, assim como a tentativa de inserção da língua espanhola em nosso país, foram fatores que incorporamos às discussões, para que, sob a perspectiva dos mecanismos macros da área da educação, pudéssemos compreender os desdobramentos dos mecanismos micros, como o livro didático, que é, de alguma forma, um produto da inter-relação desses mecanismos. Portanto, a literatura, tida como um bem indispensável e patrimônio cultural de qualquer nacionalidade, precisa e deve ter a sua configuração estudada nos livros didáticos, pois ela faz parte dos conteúdos editados nesses materiais. / This thesis was carried out to analyze how the literary texts were explored in the didactic collection Español ¡Entérate! (2009), the first collection used in Middle School for the teaching of Spanish, together with the collection Saludos (2009). The two collections was approved by the first exam of the Programa Nacional do Livro Didático (PNLD) of Spanish, which took place in 2011, which evaluated several collections of English and Spanish languages for distribution in public schools. The collection Español ¡Entérate! was chosen in our study for it was adopted in the public schools and language studies centers (Centro de Estudos de Línguas, CEL) of the state of São Paulo. The methodological approach are the concepts of alterity and dialogism proposed by the Bakhtin Circle. By means of them we analyze whether the form of editing the literary texts in all the four books of this didactic collection preserves the structure of the literary discourse, and if the worksheets proposed for such texts also privileges this characteristic, as well, if the configuration of these exercises allows a dialogue between the student and the texts. These questions were asked because we believe that the concepts of dialogism and alterity present in the literary discourse are fundamental for the student to broaden his horizons while learning a new language. The historical process on the constitution of educational programs, such as those PNLD, the Parâmetros Curriculares Nacionais (PCN’s) and the Curriculum of the state of São Paulo, as well as the attempt to insert the teaching of Spanish language in this curriculum were factors that we incorporate in this study, so that, from the perspective of the macro mechanisms of the education area, we could understand the unfolding of the micro mechanisms, such as the configuration of the textbook (LD), which is in some way a product of the interrelationship of this structure. Therefore, literature, considered as precious, and a cultural patrimony of any nationality, needs and must be studied in textbooks, as it is part of the contents edited in them.

Neste estudo buscou-se identificar a maneira com que os livros didáticos de história do Brasil tem se referido à Música. Para isso, foi estabelecido como marco temporal o período entre as décadas de 1970 e 1990, momento relevante no desenvolvimento e conformação do mercado editorial brasileiro que influenciou a composição dos livros didáticos editados até nossos dias. Este período também corresponde ao estabelecimento das principais políticas públicas de aquisição de livros didáticos e de conformação/confrontação de conteúdos. A condição de mercadoria do livro didático e seu desenvolvimento como suporte e sua relação com o mercado editorial foi considerada a partir da contribuição de Kazumi Munakata, Circe Bittencourt, José Cássio Másculo e Célia Cassiano. Constataram-se diversos usos da informação musical pelos autores dos manuais escolares como, por exemplo, o reforço de conteúdos a partir de outra linguagem (como é comum ocorrer em relação a figuras). Além disso, o espaço em que a citação musical aparece interfere diretamente sobre sua função, sendo o oposto também verdadeiro, ou seja, de acordo com o uso que se deseja infligir à determinada referência musical, ela pode ser colocada em um espaço tipográfico ou outro. Estes espaços foram analisados a partir das contribuições teóricas de Gerard Genette e Antoine Compagnon. Finalmente, em posse dos dados musicais, já sistematizados a partir de fichas eletrônicas, a análise dessas informações apontou a distribuição temporal dos cânones de cada uma das décadas estudadas, ou seja, as músicas, compositores e intérpretes mais citados, o tipo e a localização espacial das referências no espaço tipográfico, levando-se em conta as mudanças de layout ao longo dos anos estudados e as funções de cada citação. Com isso, ficou patente o uso preferencial de referências do campo erudito nas edições da década de 1970 e em parte da década de 1980 e a mudança que se dá ao longo da década de 1990, com a ampliação do repertório de canções populares e das citações que aproveitam suas letras enquanto documento histórico. As fontes para a pesquisa foram consultadas a partir do acervo da LIVRES Biblioteca dos Livros Escolares, localizada na Faculdade de Educação da Universidade de São Paulo. / In the present study we sought to identify the manner in which textbooks of history of Brazil has referred to music. For this timeframe was established as the period between the 1970s and 1990s, important in developing and conformation of the Brazilian publishing market which has influenced the composition of textbooks published until our days time. That period also corresponds to the establishment of the main public policy for the acquisition of textbooks and shaping / confronting of contents. The status of merchandise textbook and its development as a support and its relationship with the publishing market was considered from the contribution of Kazumi Munakata, Circe Bittencourt, José Cássio Másculo e Célia Cassiano manly. It found many uses of musical information by the authors of textbooks, for example, reinforcing content from another language (as is usual in relation to the pictures). In addition, the space in which the musical quotation appears directly upon its function, and the opposite is also true, i.e., according to the use that you want to impose the particular musical reference, it could be placed in one space or other typographical. These areas was analyzed based the theoretical contributions of Gerard Genette and Antoine Compagnon. Lastly, in the possession of musical data, already systematized from electronic records, the analysis of the information indicated the temporal distribution of the canons of each of the decades studied, i.e., the songs, composers and performers most quoted, the type and location spatial references in the printing space, bearing in account the time change of layout throughout the years researched and the functions of each citation. With this, it became clear preferential use of references in the field of scholarly editions of the 1970s and part of the 1980s and the change that takes place throughout the 1990s, with the expansion of the repertoire of popular songs and quotes that leverage their letters as a historical document. The sources for the research were consulted from the LIVRES collection - Library of School Books, located in the Faculdade de Educação da Universidade de São Paulo.

Neste estudo buscou-se identificar a maneira com que os livros didáticos de história do Brasil tem se referido à Música. Para isso, foi estabelecido como marco temporal o período entre as décadas de 1970 e 1990, momento relevante no desenvolvimento e conformação do mercado editorial brasileiro que influenciou a composição dos livros didáticos editados até nossos dias. Este período também corresponde ao estabelecimento das principais políticas públicas de aquisição de livros didáticos e de conformação/confrontação de conteúdos. A condição de mercadoria do livro didático e seu desenvolvimento como suporte e sua relação com o mercado editorial foi considerada a partir da contribuição de Kazumi Munakata, Circe Bittencourt, José Cássio Másculo e Célia Cassiano. Constataram-se diversos usos da informação musical pelos autores dos manuais escolares como, por exemplo, o reforço de conteúdos a partir de outra linguagem (como é comum ocorrer em relação a figuras). Além disso, o espaço em que a citação musical aparece interfere diretamente sobre sua função, sendo o oposto também verdadeiro, ou seja, de acordo com o uso que se deseja infligir à determinada referência musical, ela pode ser colocada em um espaço tipográfico ou outro. Estes espaços foram analisados a partir das contribuições teóricas de Gerard Genette e Antoine Compagnon. Finalmente, em posse dos dados musicais, já sistematizados a partir de fichas eletrônicas, a análise dessas informações apontou a distribuição temporal dos cânones de cada uma das décadas estudadas, ou seja, as músicas, compositores e intérpretes mais citados, o tipo e a localização espacial das referências no espaço tipográfico, levando-se em conta as mudanças de layout ao longo dos anos estudados e as funções de cada citação. Com isso, ficou patente o uso preferencial de referências do campo erudito nas edições da década de 1970 e em parte da década de 1980 e a mudança que se dá ao longo da década de 1990, com a ampliação do repertório de canções populares e das citações que aproveitam suas letras enquanto documento histórico. As fontes para a pesquisa foram consultadas a partir do acervo da LIVRES Biblioteca dos Livros Escolares, localizada na Faculdade de Educação da Universidade de São Paulo. / In the present study we sought to identify the manner in which textbooks of history of Brazil has referred to music. For this timeframe was established as the period between the 1970s and 1990s, important in developing and conformation of the Brazilian publishing market which has influenced the composition of textbooks published until our days time. That period also corresponds to the establishment of the main public policy for the acquisition of textbooks and shaping / confronting of contents. The status of merchandise textbook and its development as a support and its relationship with the publishing market was considered from the contribution of Kazumi Munakata, Circe Bittencourt, José Cássio Másculo e Célia Cassiano manly. It found many uses of musical information by the authors of textbooks, for example, reinforcing content from another language (as is usual in relation to the pictures). In addition, the space in which the musical quotation appears directly upon its function, and the opposite is also true, i.e., according to the use that you want to impose the particular musical reference, it could be placed in one space or other typographical. These areas was analyzed based the theoretical contributions of Gerard Genette and Antoine Compagnon. Lastly, in the possession of musical data, already systematized from electronic records, the analysis of the information indicated the temporal distribution of the canons of each of the decades studied, i.e., the songs, composers and performers most quoted, the type and location spatial references in the printing space, bearing in account the time change of layout throughout the years researched and the functions of each citation. With this, it became clear preferential use of references in the field of scholarly editions of the 1970s and part of the 1980s and the change that takes place throughout the 1990s, with the expansion of the repertoire of popular songs and quotes that leverage their letters as a historical document. The sources for the research were consulted from the LIVRES collection - Library of School Books, located in the Faculdade de Educação da Universidade de São Paulo.