O Governo Federal, com o PNLD (Programa Nacional do Livro Didático) propõe avaliar e distribuir livros didáticos para todas as escolas públicas de Ensino Fundamental brasileiras. Os critérios para esta avaliação, bem como sua logística, são refinados a cada edição do Programa. No entanto, o impacto e as reações causadas pelo PNLD a quem ele realmente se destina, são pouco estudados. O PNLD chega até as escolas sob a forma do Guia de Livros Didáticos, material que pretende ser fundamental à decisão dos títulos a serem requisitados ao MEC. O estudo do processo de escolha dos livros didáticos por professores de 1a a 4a séries é o objetivo deste trabalho. Buscamos conhecer os critérios utilizados pelos docentes na opção pela obra a ser adotada, as interferências internas e externas ao andamento do processo, as opiniões e sugestões ao PNLD. O trabalho visa contribuir com o PNLD na medida em que expõe o processo sob o olhar do professor. Procura subsidiar novas pesquisas, e produções editoriais. E visa, sobretudo, ao expressar as dificuldades, necessidades e desejos dos professores, colaborar com as mudanças necessárias para a melhoria da qualidade do ensino brasileiro.O trabalho desta pesquisa realizou-se de maneira paralela a uma pesquisa oficial do Ministério da Educação, cujo autor dessa dissertação auxiliou na coordenação, e procurou - com visitas a escolas e entrevistas com professores - estudar o processo de escolha dos livros in loco. Obtivemos como resultados, expressivos relatos de professores sobre este processo, mostrando a diversidade de critérios e condições para as escolhas. Constatou-se o pouco uso do Guia, o desconhecimento de importantes etapas do Programa. Conhecemos as deficiências estruturais do PNLD, as pressões exercidas pelas editoras e pelo poder público. Pretendemos, com o relato de sugestões e análise dos dados coletados, fornecer subsídios para o aprofundamento de estudos relacionados ao Programa Nacional do Livro Didático, contribuindo para sua eficiência. / The Brazilian Federal Government , with the PNLD ( National Textbook Program ) aims to evaluate and distribute textbooks to all public elementary schools. The criteria for this evaluation , as well as its logistics are refined at each edition of the Program. However , the impact and reactions caused by PNLD at whom he really intended , are poorly studied. PNLD arrives at schools by the Guide Textbook , material that purports to be fundamental to the decision of the securities to be bought by Ministry of Education. The study of the choice of textbooks by primary teachers is the aim of this Master´s work. We seek to know the criteria used by teachers in the choice of textbooks adopted , internal and external interference to the progress of the PNLD , the opinions and suggestions to PNLD. The work aims to contribute to the PNLD exposing the process under the gaze of the teacher. Aims to contribute to new researchs and editorial productions . And aims mainly express the difficulties , needs and wishes of teachers , collaborate with the necessary changes to improve the quality of brazilian schools. This research work was carried out in parallel to an official survey by the Ministry of Education , whose author of this master thesis helped coordinate , and searched - with school visit´s and interviews with teachers - study the process of choosing books spot. The results obtained shows the diversity of criteria and conditions for the choices . It found little use of the Guide , the lack of important steps in the Program . We know the structural deficiencies of PNLD pressures exerted by publishers and public authorities . We intend, with suggestions and analysis of collected data, provide support for deepening related to National Textbook Program studies, contributing to its efficiency .

Made available in DSpace on 2016-03-15T19:42:44Z (GMT). No. of bitstreams: 1 Gabriel Luiz Bandouk.pdf: 4896076 bytes, checksum: 8415b60e9ef1839ee50c22d44f85a4a8 (MD5) Previous issue date: 2014-02-11 / This work analyzes the pictures and the writing in high school History books in accordance with Programa Nacional do Livro Didático (National Textbook Program) PNLD, created by the federal government in 1985. The data from this survey, organized in graphs and tables, identified permanence and changes in the pictures and in the writing of high school History books through a comparative table of the two most sold books to PNLD with four other previous collections published by major publishers, two of them published between 1980 and 1990, when PNLD did not cover History in High School and two other editions published between 1960 and 1970, thus preceding PNLD. Initially we recovered the history of PNLD when it was observed that this program has helped to increase the number of teaching collections and to bring major foreign publishers to Brazil, as the purchase of millions of books which were given for free to all public schools in the country, was guaranteed by the government. This new reality has helped to promote a more careful publishing of textbooks since Basic Education Department, in partnership with federal universities assumed the responsibility to coordinate and evaluate the competing works. Although it was created in 1985, it was only in 2005 that PNLD contemplated History and so far two high school PNLDs were conducted related to it, the first one was between 2007 and 2008 and the other between 2011 and 2012. / Este trabalho analisa a imagem e a escrita nos livros didáticos de História para o Ensino Médio, a partir do Programa Nacional do Livro Didático (PNLD), implantado pelo governo federal em 1985. Os dados dessa pesquisa, organizados em tabelas e gráficos, identificaram permanências e mudanças no livro didático de História para o Ensino Médio, através de quadros comparativos das duas obras mais vendidas para o governo pelo PNLD com outras quatro coleções publicadas anteriormente por grandes editoras: duas delas entre 1980 e 1990, quando o PNLD ainda não atendia a disciplina de História no Ensino Médio, e as outras duas, entre 1960 e 1970, portanto, anteriores à implantação do PNLD. Inicialmente, buscamos recuperar a história do Programa Nacional do Livro Didático, quando foi observado que esse programa contribuiu para ampliar o número de coleções didáticas e para trazer grandes editoras estrangeiras no Brasil, já que estava garantida a compra de milhões de exemplares pelo governo, distribuídos gratuitamente para todas as escolas públicas do país. Essa nova realidade foi responsável por promover uma edição mais cuidadosa dos livros didáticos, uma vez que a Secretaria de Educação Básica em parceria com algumas universidades assumiu a responsabilidade de coordenar e avaliar as obras inscritas. Apesar de ter sido criado em 1985, foi somente em 2005 que o PNLD contemplou a disciplina de História, sendo que até esse momento foram realizados dois PNLDs dessa disciplina para o Ensino Médio: o primeiro entre 2007 e 2008 e o segundo entre 2011 e 2012.

As teacher students, we have on many occasions come across and studied different textbooks for religion. The purpose of this bachelor thesis is to research how sex and gender are presented in the textbooks for the course “religion 1” in the Swedish upper secondary school. The two thesis questions are: How are sex and gender presented in two different teaching materials in the Abrahamic religions? How does school law's demands for equality manifest in the analysed textbooks? When limiting the scope of the research to get a manageable amount of data we chose two textbooks written after the new guidelines for the Swedish upper secondary school which took effect in the year 2011 and are used in the public schools in Gävle. Further limiting the amount of data we decided to only go into detail on the Abrahamic religions, which had dedicated chapters in each book. For the method we decided discourse analysis would be fitting as what we are researching is how sex and gender are represented in the text. As both textbooks contain images on almost every page we also use some methods for analysing images from the book Reading Images (Kress & Van Leeuwen 2006). The results showed a heteronormative discourse which is present in both textbooks and is especially noticeable when describing the relationship between God and man. God is usually described with the pronoun He while humans present in the books are referred to as she. The discourse also changes depending on the topic. In the topic of describing the history of the religions men are more present, and in the rare cases when women are present the text doesn’t treat them as individuals. When discussing the present questions about feminism and changing the religions to fit the modern society are more frequent, but even here God is referred to as a man and it’s described that mankind - she - is supposed to follow and obey.

本研究嘗試從「家的外部圖像與內部邊界」、「家庭成員與家人關係」與「親職角色」三部份進行提問。研究者藉由回顧相關法律制定與修訂記錄、官方統計資料、政府出版品、當時報章雜誌、學術研究期刊論文的文獻討論等，對照政治、法律、經濟、教育與社會政策制定與家庭型態的變遷，並以內容分析法依據10次修改課程編修內容長時段地考察國小一年級國語教科書。一方面藉此瞭解不同社會時期，勾勒出教科書中家庭圖像的動態變遷；另一方面，預期可作為未來教師教學與國小教科書編輯的參考。 本研究發現國小一年級國語教科書理想家庭圖像在戰後重建的1950年代、加強民族教育並強調「反共復國」的1960年代、經濟起飛的1970-1980年代、社會改革百花齊放的1990年代，以及2000年以後多元價值並存等五個階段有所不同。隨著政治、經濟、教育與社會變遷、人口轉型、性別平權意識抬頭、個體化發展，以及後現代、多元、異質家庭變遷，突顯出教科書理想家庭圖像更新速度並非完全反映台灣婚姻與家庭變遷，而是執政者政策制定與知識生產的機制在不同時期國家階段性任務。即從農村到都市，從家族集體經驗到個體化，從單一到多元，呈現出有所「變」、有所「不變」的變遷基調。最後研究者進一步對於教科書編輯、家庭教育與後續研究提出幾點建議 / This study explored the elementary textbooks from the following three aspects, “the outer portraits and the inner boundary of family”, “the relationships between family members”, and “parenting role”. By means of reviewing the records and processes of law making; officially statistics data, government publications, newspapers and magazines; and academic journals, researches and literatures, researchers compared different aspects of politics, law, economy, education, social policies and family changes. The content analysis, based on the previous process of compilation, was adopted to analyze the first-grade textbooks in the elementary school. By doing so, I illustrated different changes of ideal family portraits during different social periods of time; on the other hand, I aimed to present the analytical result as a reference for the compilation of the elementary school textbooks in the future. This research found that ideal family portraits shift over time. In different periods of time, government has different foci: during 1950s, after World War II, it focused on reconstruction; in 1960s, it emphasized national education and Anti-China Policy; from 1970s to 1980s, it focused on the acceleration of economy; in 1990s, it reflected the springing up of social evolution; and in 2000s, it revealed the existence of multi-values. Owing to the social changes of politics, economy, and education systems, concerning the demographic transition and the awareness of gender equity, reflecting the characteristics of post-modernization: individualization, multi-values and heterogeneous of family structure, the ideal family portraits from textbooks failed to represent the current family and marriage situations in Taiwan. They are compiled with neither the reality of Taiwan’s marriage nor family. They are compiled with the mechanism which the ruling authority legitimatized their periodical policies. In other words, from rural to urban, from family collective experience to individualization, and from singularity to pluralism, the base between changing and unchanging was indicated. Then, the researcher further offered some suggestions for textbook compilation, family education, and future studies.

Science and technology are constantly transforming our day-to-day living. Science education has become of vital importance to prepare learners for this everchanging world. Unfortunately, science education in South Africa is hampered by under-qualified and inexperienced teachers. Textbooks of good quality can assist teachers and learners and facilitate the development of science teachers. For this reason thorough assessment of textbooks is needed to inform the selection of good textbooks. An investigation revealed that the available textbook evaluation instruments are not suitable for the evaluation of the physical science textbooks in the South African context. An instrument is needed that focusses on science education textbooks and which prescribes the criteria, weights, evaluation procedure and rating scheme that can ensure justifiable, transparent, reliable and valid evaluation results. This study utilised elements from the Analytic Hierarchy Process (AHP) to develop such an instrument and verified the reliability and validity of the instrument’s evaluation results. Development of the Instrument for the Evaluation of Science Education Textbooks started with the formulation of criteria. Characteristics that influence the quality of textbooks were identified from literature, existing evaluation instruments and stakeholders’ concerns. In accordance with the AHP, these characteristics or criteria were divided into categories or branches to give a hierarchical structure. Subject experts verified the content validity of the hierarchy. Expert science teachers compared the importance of different criteria. The data were used to derive weights for the different criteria with the Expert Choice computer application. A rubric was formulated to act as rating-scheme and score sheet. During the textbook evaluation process the ratings were transferred to a spreadsheet that computed the scores for the quality of a textbook as a whole as well as for the different categories. The instrument was tested on small scale, adjusted and then applied on a larger scale. The results of different analysts were compared to verify the reliability of the instrument. Triangulation with the opinions of teachers who have used the textbooks confirmed the validity of the evaluation results obtained with the instrument. Future investigations on the evaluation instrument can include the use of different rating scales and limiting of criteria. / Thesis (M. Ed. (Didactics))

O Governo Federal, com o PNLD (Programa Nacional do Livro Didático) propõe avaliar e distribuir livros didáticos para todas as escolas públicas de Ensino Fundamental brasileiras. Os critérios para esta avaliação, bem como sua logística, são refinados a cada edição do Programa. No entanto, o impacto e as reações causadas pelo PNLD a quem ele realmente se destina, são pouco estudados. O PNLD chega até as escolas sob a forma do Guia de Livros Didáticos, material que pretende ser fundamental à decisão dos títulos a serem requisitados ao MEC. O estudo do processo de escolha dos livros didáticos por professores de 1a a 4a séries é o objetivo deste trabalho. Buscamos conhecer os critérios utilizados pelos docentes na opção pela obra a ser adotada, as interferências internas e externas ao andamento do processo, as opiniões e sugestões ao PNLD. O trabalho visa contribuir com o PNLD na medida em que expõe o processo sob o olhar do professor. Procura subsidiar novas pesquisas, e produções editoriais. E visa, sobretudo, ao expressar as dificuldades, necessidades e desejos dos professores, colaborar com as mudanças necessárias para a melhoria da qualidade do ensino brasileiro.O trabalho desta pesquisa realizou-se de maneira paralela a uma pesquisa oficial do Ministério da Educação, cujo autor dessa dissertação auxiliou na coordenação, e procurou - com visitas a escolas e entrevistas com professores - estudar o processo de escolha dos livros in loco. Obtivemos como resultados, expressivos relatos de professores sobre este processo, mostrando a diversidade de critérios e condições para as escolhas. Constatou-se o pouco uso do Guia, o desconhecimento de importantes etapas do Programa. Conhecemos as deficiências estruturais do PNLD, as pressões exercidas pelas editoras e pelo poder público. Pretendemos, com o relato de sugestões e análise dos dados coletados, fornecer subsídios para o aprofundamento de estudos relacionados ao Programa Nacional do Livro Didático, contribuindo para sua eficiência. / The Brazilian Federal Government , with the PNLD ( National Textbook Program ) aims to evaluate and distribute textbooks to all public elementary schools. The criteria for this evaluation , as well as its logistics are refined at each edition of the Program. However , the impact and reactions caused by PNLD at whom he really intended , are poorly studied. PNLD arrives at schools by the Guide Textbook , material that purports to be fundamental to the decision of the securities to be bought by Ministry of Education. The study of the choice of textbooks by primary teachers is the aim of this Master´s work. We seek to know the criteria used by teachers in the choice of textbooks adopted , internal and external interference to the progress of the PNLD , the opinions and suggestions to PNLD. The work aims to contribute to the PNLD exposing the process under the gaze of the teacher. Aims to contribute to new researchs and editorial productions . And aims mainly express the difficulties , needs and wishes of teachers , collaborate with the necessary changes to improve the quality of brazilian schools. This research work was carried out in parallel to an official survey by the Ministry of Education , whose author of this master thesis helped coordinate , and searched - with school visit´s and interviews with teachers - study the process of choosing books spot. The results obtained shows the diversity of criteria and conditions for the choices . It found little use of the Guide , the lack of important steps in the Program . We know the structural deficiencies of PNLD pressures exerted by publishers and public authorities . We intend, with suggestions and analysis of collected data, provide support for deepening related to National Textbook Program studies, contributing to its efficiency .

Submitted by Alex Henrique Alves Honorato null (alex_unesp2010@hotmail.com) on 2017-01-13T00:04:36Z No. of bitstreams: 1 Honorato (2016).pdf: 2594550 bytes, checksum: bf557778a16d0cf270f3a04ea7f0e030 (MD5) / Approved for entry into archive by LUIZA DE MENEZES ROMANETTO (luizamenezes@reitoria.unesp.br) on 2017-01-16T18:49:46Z (GMT) No. of bitstreams: 1 honorato_aha_me_rcla.pdf: 2594550 bytes, checksum: bf557778a16d0cf270f3a04ea7f0e030 (MD5) / Made available in DSpace on 2017-01-16T18:49:46Z (GMT). No. of bitstreams: 1 honorato_aha_me_rcla.pdf: 2594550 bytes, checksum: bf557778a16d0cf270f3a04ea7f0e030 (MD5) Previous issue date: 2016-12-06 / Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq) / Este trabalho investiga o que licenciandos em Matemática podem expressar, por meio do diálogo, sobre o trabalho com atividades de Modelagem articuladas com o material didático do Estado de São Paulo, no contexto de uma disciplina de Estágio Supervisionado. A pergunta que norteia o desenrolar deste estudo é: O que licenciandos de Matemática comunicam quando vivenciam o desenvolvimento de atividades de Modelagem articuladas com o material didático do estado de São Paulo? Para tanto, a produção dos dados é realizada durante a disciplina “Metodologias de Ensino de Matemática e Estágio Supervisionado I”, a qual está vinculada à matriz curricular do curso de Licenciatura em Matemática, da Universidade Estadual Paulista, campus de São José do Rio Preto. Com isso, os sujeitos são os próprios licenciandos da referida disciplina. A abordagem metodológica que fundamenta a investigação é a de cunho qualitativo e são utilizados como instrumentos metodológicos os diálogos, a vídeogravação, a entrevista semiestrutura e os documentos (compostos pelas atividades desenvolvidas pelos licenciandos). Como resultados, tem-se algumas possibilidades de condução de atividades de Modelagem a partir do material didático, tanto na escolha do tema, no início da atividade, quanto no decorrer dela; algumas alternativas de elaboração de atividades de Modelagem articuladas com Situações de Aprendizagem, presentes em tal material didático; e alguns aspectos favoráveis e justificativas para a utilização de atividades de Modelagem na Educação Básica, bem como alguns obstáculos e algumas resistências e inseguranças para a mesma, a partir das vivências dos licenciandos durante as aulas. / This study investigates what pre-service Mathematics teachers can express, through dialogue, on the working with modeling activities articulated with Sao Paulo State textbooks, in a supervised training course context. The question that guides this study is: What Mathematics is communicate by pre-service Mathematics teachers when they experience the development of modeling activities articulated with the Sao Paulo State textbooks? Therefore, the data production was performed during the course "Mathematics Teaching methodologies and Supervised Training", which is linked to the curriculum of the Mathematics Undergraduation, of Sao Paulo State University, Sao Jose do Rio Preto. Thereby, the research subjects are the graduates in this discipline. The methodological approach used in this research is qualitative following the dialogues, video recording, semi structured interviews and documents (made up of the activities undertaken by the undergraduates). The results show some possibilities of modeling activities through the official textbooks, whether choosing the subject in the beginning of the activity, as during it; some alternatives of elaboration of modeling activities articulated with learning situations, following this educational material; and some favorable aspects and justifications for the use of modeling activities in the Basic Education, as well as some obstacles, resistance and insecurities to this use, according to graduates experiences during class. / CNPq: 130609/2015-3

Pelikánová P. 2009: Biogeography in education at secondary schools. MSc. Thesis. University of South Bohemia, Pedagogical Faculty, České Budějovice. 133 p. This diploma thesis presents summary of biogeography and world bioms themes and conceives biogeographical textbook chapter that includes also excercises and exam test. This chapter are addressed to pupils of secondary schools. It is based on analyses of geography and biology textbooks. This thesis also proposes incorporation and implementation of this topic to the tutorial of secondary schools.

In my thesis I am concerned with compiled interactive textbook designed for first-year primary school pupils. This textbook focuses on counting with transfer over 5 and 10 with the use of interactive white board and abacuses. In the introductory part of my work I describe the knowledge pupils have when they start their first school year and I deal with Mathematics at the beginning of the first year, abacuses, interactive white boards, textbook and interactive textbook. The main part applies to interactive textbook manual in which I describe the environment, control and particular examples. I also refer to lessons that have been taught at two primary schools. The conclusion consists of a feed-back obtained from teachers in the form of a questionnaire, my self-assessment, and evaluation of taught lessons and their effect on the basis of worksheets.

Este trabalho, juntamente com outros dois nas áreas de Biologia e Química, tem como objetivo verificar a aproximação entre os conteúdos de ensino de Ciências Naturais, especificamente Física, dos livros da educação básica (fundamental e médio) e a Ciência de referência. Para representar a Ciência de referência, foram utilizados os livros dos cursos de graduação (licenciatura e bacharelado) em Física da Universidade de São Paulo. Nessa proposta também é possível avaliar os conteúdos de ensino dos livros didáticos de Ciências em função de seu distanciamento dos conteúdos da Ciência de referência, resultado da transposição didática. Para a análise foram selecionados alguns conteúdos centrais da Física, como os princípios em geral e os conceitos de energia, força e campo, e comuns aos ensinos fundamental e médio: peso e massa; calor e temperatura; carga. Esses conceitos foram analisados em seis coleções de livros didáticos de Ciências do ensino fundamental (duas das séries iniciais e quatro das séries finais) e em qua tro livros de Física para o ensino médio. O desenvolvimento desses conteúdos foi comparado com a abordagem realizada nos livros da Ciência de referência para verificar a correção conceitual na perspectiva de aproximação entre os conhecimentos escolares e científicos. Os resultados preliminares indicaram que os livros do ensino fundamental abordam os conteúdos numa perspectiva com o maior número de distanciamentos da Física de referência, reforçada pelo laxismo presente. Como a maioria dos professores do ensino fundamental não tem formação específica em Ciências, dificilmente identifica esses aspectos. Nos livros de Física do ensino médio, os resultados iniciais mostraram uma maior proximidade com os livros da Física de referência e com o rigorismo característico. No entanto, quando esses resultados foram comparados com as pesquisas apresentadas em artigos de ensino de Física, mesmo que essa proximidade seja garantida, ainda há problemas no processo de ensino e aprendizagem que devem ser investigados, como a formação de professores de Ciências. / This work, together with two others in the areas of biology and chemistry, has the objective of verifying the approximation between teaching contents in the natural sciences, specifically physics, of grade school and high school textbooks and reference science. Representing reference science, textbooks from baccalaureate and licentiate degrees in physics at the University of São Paulo were used. It is also possible using this proposal to evaluate the teaching content of science texts as a function of their distance from the contents of reference science resulting from didactic transposition. Some central concepts of physics were selected for analysis, as well as general principles and the concepts of energy, force and field, common to both elementary and high school teaching: weight and mass, heat and temperature; load. These concepts were analyzed in six collections of grade school science teaching materials (two from primary series and four from junior high school materials). These contents were compared with the approach developed in reference science texts to verify the conceptual accuracy in the perspective of approximation between school and scientific knowledge. Preliminary results indicated that the texts used at the grade school and junior high school levels approach the contents from a perspective with the greatest number of distances from reference physics, reinforced by todays laxity. Because the majority of primary and secondary school teachers are not specifically trained in sciences, they have difficulty identifying these aspects. In high school texts, initial results showed a greater approximation with reference physics books and their characteristic rigor. However, when these results are compared with the research presented in articles on the teaching of physics, even guaranteeing this approximation, there are still problems in the teaching and learning process that should be investigated, like the development of professors in the sciences.