Submitted by Filipe dos Santos (fsantos@pucsp.br) on 2018-03-20T12:48:03Z No. of bitstreams: 1 Paola de Oliveira Nogueira.pdf: 6851679 bytes, checksum: d154c509837e925f104503c31a4b2cea (MD5) / Made available in DSpace on 2018-03-20T12:48:03Z (GMT). No. of bitstreams: 1 Paola de Oliveira Nogueira.pdf: 6851679 bytes, checksum: d154c509837e925f104503c31a4b2cea (MD5) Previous issue date: 2018-02-22 / Conselho Nacional de Pesquisa e Desenvolvimento Científico e Tecnológico - CNPq / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / This work has an exploratory character and seeks to understand the role of the editor in the process of editing the specific version of textbooks produced for teachers, known as the Teacher's Guide. In this sense, its main objectives were to map the stages and the actors engaged in the process of editing the Teacher's Guide currently developed in Brazilian publishing houses and to analyze the role played by editors in this process, observing the profile of these professionals, the functions they perform in editing the Teacher’s Guide and the internal and external factors that influence this work. The theoretical reference framework is located in the area of History of Education and, particularly, in the area of History of Curriculum and Textbooks. The methodological procedures were the application of a questionnaire and interviews with editors of the two largest Brazilian textbook publishing houses. The interpretation of the data collected in the field research was based on the theoretical framework presented above and suggests that the main functions performed by editors in the editing process of the Teacher's Guide are related to coordinating activities of other professionals, editing and organizing the original text and writing or rewriting this material. In addition, the analysis of the data collected indicates that editors recognize the Teacher's Guide as an important material for training teachers, presenting the prescribed curriculum, mastering contents and planning classes, although they do not have objective information on how teachers use this material. In this way, by analyzing the practices developed by editors in the editing process of the Teacher's Guide, the work contributes to broadening the understanding about the set of practices that define the curricular system and that, in this sense, directly interfere with the current pedagogical practice / Este trabalho possui um caráter exploratório e busca compreender o papel do editor no processo de edição da versão específica dos livros didáticos destinada ao professor, conhecida como Manual do Professor. Neste sentido, os seus principais objetivos foram mapear as etapas e os atores que compõem o processo de edição do Manual do Professor desenvolvido atualmente nas editoras brasileiras e analisar o papel dos editores neste processo, observando o perfil destes profissionais, as funções que desempenham na edição do Manual do Professor e os fatores internos e externos que influenciam este trabalho. O referencial teórico está localizado na área da História da Educação e, particularmente, na área da História do Currículo e do Livro Didático. Os procedimentos metodológicos foram a aplicação de questionário e a realização de entrevistas com editores das duas maiores editoras brasileiras de livros didáticos. A interpretação dos dados coletados na pesquisa de campo foi feita com base no referencial teórico acima apresentado e sugere que as principais funções desempenhadas pelos editores no processo de edição do Manual do Professor se relacionam com as atividades de coordenação do trabalho de outros profissionais, de edição e organização do texto original e de reescrita ou autoria deste material. Além disso, a análise dos dados levantados indica que os editores reconhecem o Manual do Professor como um material importante para a formação dos professores, para a apresentação do currículo prescrito aos docentes, para o domínio dos conteúdos a serem ensinados e para o planejamento das aulas, ainda que não possuam informações objetivas sobre a forma como os professores utilizam este material. Desta maneira, ao analisar as práticas desenvolvidas pelos editores no processo de edição do Manual do Professor, o trabalho contribui para ampliar a compreensão sobre o conjunto de práticas que configuram o sistema curricular e que, neste sentido, interferem diretamente na prática pedagógica vigente

This paper is the result of a critical review of two Teacher’s Guides aimed at English 5 (the first year) in Swedish upper secondary schools. The aim was to investigate, with a pragmatic approach, how cultural representations are epitomised in the guidance materials: Progress Gold and Professional as well as how those representations correlate to the fundamental values of the curriculum for the upper secondary school. In short: how do these Teacher’s Guides uphold the fundamental values of the Swedish curriculum via their cultural representations? The theoretical framework consists of Stuart Hall’s description of what culture and representation are and Claire Kramsch’s ideas on language and culture. The main analytical tool, and underlying theory, for identifying cultural representations are the three understandings of culture identified by Ulrika Tornberg. These cultural understandings are used to categorize and discuss the cultural findings and consists of culture as a fact fulfilled, culture as a future competence and culture as an encounter in an open landscape. The Teacher’s Guides representations of cultures show signs of being static to a great extent as cultures in many instances are defined by nationality, unaffected by time and individuals. Progress Gold A has a strong and clearly expressed connection between language learning and cultural knowledge, both in their selected grading criteria and chapter descriptions, whereas Professional does not explicitly focus on culture in English speaking countries. The guides are in many instances at risk of being stereotyping and in the long run discriminating if left unreflected, which is not in correlation with the fundamental values of the curriculum. The paper is concluded with a discussion on cultural teaching’s role in the English as a foreign language classroom in relation to the fundamental values, and suggestions for further research.

The research had an anthropological perspective, regarding the integration of Art and Music in Zambia. By using qualitative interviews and participating observations I collected information about how some teachers in Zambia reflect about the integration of Art and Music. Through the theoretical framework I analyzed the results. The results demonstrated how the teachers were responding due to the curriculum and teacher’s guide but acting differently through the observations. The teacher’s role in Zambia is affected by the social status and of certain rules one must follow in order to behave correctly. Music and Dance are used as a result of their culture according to the teachers. The lack of financial resources seems to be one issue that explains why Arts education in form of creative material is not being used. / Minor Field Study

This essay deals with teachers’ guides on teaching about sexuality and personal relationships, in particular guides focusing on introductory programmes in languages in upper secondary school and teaching adult immigrants Swedish. The aim is to investigate how the teachers’ guides function as further training for teachers. In Sweden 2016, the number of pupils enrolled in language introductory programmes was rapidly increasing. The number of participants in Swedish language for immigrants was also growing quickly. Teachers are in need of further training in sex and sexuality education and instruction in general, and particularly in this teaching context. It is hard to find teachers with sufficient competence in the field, due to the current general lack of skilled teachers in Sweden. Research on teachers’ guides in Sweden is underdeveloped and previous research on the topic of this essay is virtually non-existent, which makes this a pilot study of sorts. The study focuses on text-analysis, function and normativity. The results show that teachers’ guides respond to teachers’ needs and demands. These specific teachers’ guides affect each other through intertextuality. The norms imbedded in the language used in the teachers’ guides have an influence on teachers reading them.