謝樹強. / 論文(碩士) -- 香港中文大學硏究院敎育學部, 1995. / 參考文獻: leaves 396-399. / Xie Shuqiang. / Chapter 第一章 --- 引言 / Chapter 第一節 --- 研究背景 --- p.1 / Chapter 第二節 --- 研究意義 --- p.2-3 / Chapter 第三節 --- 研究範圍 --- p.3-4 / Chapter 第二章 --- 文獻綜述 --- p.5 / Chapter 第一節 --- 名詞釋義 --- p.5-13 / Chapter 第二節 --- 文章结構理論述評 --- p.14-39 / Chapter 第三章 --- 理論架構 --- p.40 / Chapter 第一節 --- 《文章结構學》的價值 --- p.40-53 / Chapter 第二節 --- 《文章结構學》的理論架構 --- p.54-107 / Chapter 第三節 --- 文體的定義、分類和「與本研究的關係」 --- p.108-117 / Chapter 第四章 --- 研究設計 --- p.118 / Chapter 第一節 --- 研究對象 --- p.119-122 / Chapter 第二節 --- 研究目的 --- p.122-123 / Chapter 第三節 --- 研究假設 --- p.123 / Chapter 第四節 --- 研究方法 --- p.123-133 / Chapter 第五節 --- 研究限制 --- p.123-134 / Chapter 第五章 --- 初中精讀教材的结構分析 --- p.135 / Chapter 第一節 --- 中一課文之结構分析（合共三十篇） --- p.135-183 / Chapter 第二節 --- 中二課文之结構分析（合共三十篇） --- p.184-233 / Chapter 第三節 --- 中三課文之结構分析（合共三十篇） --- p.234-281 / Chapter 第六章 --- 研究结果的整理與分析 --- p.282-315 / Chapter 第七章 --- 结論與建議 --- p.316-381 / 註 釋 --- p.382-395 / 參考書目 --- p.396-399 / 附 錄 --- p.400-437

蔣鳳. / 論文(碩士) -- 香港中文大學硏究院敎育學部, 1995. / 參考文獻: leaves 129-135. / Jiang Feng. / Chapter 第一章 --- 緒論 / Chapter 第一節 --- 研究動機與目的 --- p.1 / Chapter 第二節 --- 研究範圍 --- p.5 / Chapter 第三節 --- 研究方法與步驟 --- p.7 / Chapter 第四節 --- 主要名詞界定 --- p.8 / Chapter 第二章 --- 理論基礎與文獻回顧 / Chapter I . --- 目標 / Chapter 第一節 --- 敎學目標的重要性及訂定的原則 --- p.9 / Chapter 第二節 --- 香港中國語文科敎學目標的變革 --- p.12 / Chapter 第三節 --- 香港中國語文科敎學目標分析 --- p.18 / Chapter II . --- 精讀敎材 / Chapter 第四節 --- 敎材的作用、重要性及與目標的關係 --- p.20 / Chapter 第五節 --- 敎材内容的選取 --- p.22 / Chapter 第六節 --- 敎材的組織 --- p.27 / Chapter 第七節 --- 香港中國語文科精讀敎材的编選 --- p.30 / Chapter 一. --- 内容方面： --- p.30 / Chapter 1) --- 高中敎材選取概況 / Chapter 2) --- 學科專家意見 / Chapter 二. --- 编纂（組織）方面： --- p.35 / Chapter 1) --- 敎材编纂概況 / Chapter 2) --- 學科專家意見 / Chapter III. --- 學習者 / Chapter 第八節 --- 敎材應爲學習者而設的理論 --- p.37 / Chapter 一. --- 敎育哲學家 --- p.38 / Chapter 二. --- 心理學家 --- p.39 / Chapter 三. --- 課程學者 --- p.40 / Chapter 四. --- 語文學家 --- p.41 / Chapter 第三章 --- 硏究設計與實施 / Chapter 第一節 --- 研究目的 --- p.43 / Chapter 第二節 --- 研究對象 --- p.44 / Chapter 第三節 --- 研究工具 --- p.45 / Chapter 第四節 --- 實施程序與資料處理 --- p.47 / Chapter 第四章 --- 調查結果分析 / Chapter 第一節 --- 分析方法與探究項目 --- p.49 / Chapter 第二節 --- 調查結果與討論 --- p.51 / Chapter 第五章 --- 結論與建議 / Chapter 第一節 --- 中國語文科的敎學目標 --- p.87 / Chapter 第二節 --- 中國語文科精讀敎材的選取及組織 --- p.89 / Chapter 第三節 --- 現行高中精讀敎材與敎學目標的關係 --- p.96 / Chapter 第四節 --- 硏究限制 --- p.102 / 附錄 / 附件一：各級精讀敎材篇目 --- p.104 / 附件二 ： 一般學生在閱讀、寫作、聆聽、¨®Ơ 話、思維及自學方面應達之水平 --- p.109 / 附件三：語文基本知識的敎學項目 --- p.110 / 附件四：中學中國語文科課本编纂指引 --- p.114 / 附件五：調查問卷： / Chapter 一. --- 中國語文科敎學目標與高中精讀敎材意見調查表 --- p.120 / Chapter 二. --- 中國語文科高中精讀敎材評鑑表 --- p.126 / 文獻參攷 / 中文部分 --- p.129 / 英文部分 --- p.134

孔慕佳. / 論文(碩士) -- 香港中文大學硏究院敎育學部, 1995. / 參考文獻: leaves 331-340. / Kong Mujia. / Chapter 第一章 --- 緖論 / Chapter 第一節 --- 硏究動機 --- p.1 / Chapter 第二節 --- 硏究目的及意義 / Chapter 一 --- 硏究目的 --- p.2 / Chapter 二. --- 硏究意義 --- p.3 / Chapter 第三節 --- 硏究範圍 / Chapter 一 --- 「敎材」、「敎科書」槪念界說 --- p.3 / Chapter 二. --- 選擇以敎科書中的語文基礎知識敎材編排爲硏究範圍的原因 --- p.5 / Chapter 三. --- 硏究範圍的指引 --- p.8 / 本章註釋 --- p.12 / Chapter 第二章 --- 文獻綜述及基礎理論 --- p.13 / Chapter 第一節 --- 語文敎育觀 --- p.14 / Chapter 一. --- 語文科的本質 --- p.14 / Chapter 二. --- 語文科的敎學目的 --- p.16 / Chapter 三. --- 語文敎學要素 --- p.17 / Chapter 四. --- 語文敎學原則 --- p.22 / Chapter 第二節 --- 語文基礎知識敎學 / Chapter 一. --- 範文與語文基礎知識敎學 --- p.27 / Chapter 二. --- 語文基礎知識敎學的重要性及其所面對的困難 --- p.28 / Chapter 三. --- 語文基礎知識敎學原則 --- p.30 / Chapter 四. --- 知識轉化爲能力的主要途徑---練 --- p.35 / Chapter 五. --- 練習的層次分類 --- p.42 / Chapter 第三節 --- 敎科書編寫 --- p.53 / Chapter 一. --- 敎科書的功用和限制 --- p.53 / Chapter 二. --- 一本優良敎科書所具備的條件 --- p.55 / Chapter 三. --- 語文敎科書的編寫 --- p.63 / Chapter 第四節 --- 諸要項的統合 --- p.71 / Chapter 一. --- 統合諸要項的程序 --- p.71 / Chapter 二. --- 整理出編寫語文敎科書中語文基礎知識敎材的要項 --- p.76 / Chapter 第三章 --- 硏究設計 --- p.77 / Chapter 第一節 --- 問卷調查 / Chapter 一. --- 問卷調查的廣泛應用 --- p.79 / Chapter 二. --- 問卷調查在本硏究的應用 --- p.79 / Chapter 第二節 --- 以練爲主線實際分析敎科書中的語文基礎知識敎材的編排 / Chapter 一. --- 設計練習的原則 --- p.87 / Chapter 二. --- 設擬分析問題或題目 --- p.87 / Chapter 三. --- 分析工作前對一些問題的考慮 --- p.89 / Chapter 四. --- 分析工作的具體說明 --- p.105 / Chapter 五 --- 分析結果處理 --- p.124 / Chapter 第四章 --- 問卷調查及敎科書分析的結果與討論 / Chapter 第一節 --- 問卷調查 / Chapter 一. --- 調查期限及方式 --- p.125 / Chapter 二. --- 問卷回收 --- p.125 / Chapter 三. --- 用於分析的數據 --- p.126 / Chapter 四. --- 調查結果分析及討論 --- p.127 / Chapter 第二節 --- 敎科書分析 / Chapter 一. --- 分析各項語文基礎知識敎學項目的分配情況 --- p.174 / Chapter 二. --- 分析各項語文基礎知識敎學項目有否作次序的安排 --- p.195 / Chapter 三. --- 分析定爲學習重點的語文基礎知識敎學項目在預習、 槪念說明及課後練習的編配情況 --- p.196 / Chapter 四. --- 分析語文基礎知識練習的題型 --- p.220 / Chapter 五. --- 分析複習的編排 --- p.236 / Chapter 六. --- 分析練習的學習層次及統計練習的題數 --- p.238 / Chapter 第三節 --- 硏究限制 --- p.281 / 本章註釋 --- p.282 / Chapter 第五章 --- 討論及建議 / Chapter 第一節 --- 討論問題 --- p.283 / Chapter 一. --- 問卷調查所反映的問題 --- p.283 / Chapter 二. --- 分析教材書所發現的問題 --- p.284 / Chapter 三. --- 重點討論問題 --- p.288 / Chapter 第二節 --- 討論及建議 / Chapter 一. --- 著重整體規劃以加強敎材的連繫性 --- p.290 / Chapter 二. --- 以單元組織方法來加強敎材編排的系統性 --- p.306 / Chapter 三. --- 增加練習題的題型和層次的變化 --- p.313 / Chapter 四. --- 作出有利於培養學生自學能力的編排 --- p.326 / Chapter 五. --- 綜合練習和複習的設置 --- p.329 / Chapter 第三節 --- 結語 --- p.330 / 參考書目 --- p.331 / Chapter 附錄一. --- 中學中國語文科課本編纂指引 --- p.341 / Chapter 二. --- 語文基礎知識敎學項目 --- p.347 / Chapter 三. --- Enrolment Survey1993 --- p.349 / Chapter 四. --- 模擬問卷調查使用的問卷 --- p.350 / Chapter 五. --- 模擬問卷調查的說明信 --- p.354 / Chapter 六. --- 模擬問卷調查的問卷信度及各題的相關係數 --- p.355 / Chapter 七. --- 模擬問卷調查中不同組別的數據 --- p.357 / Chapter 八. --- 模擬問卷調查中使用單因子變異數分析數據(one way analysis) / Chapter 九. --- 正式問卷調查使用的問卷 --- p.363 / Chapter 十. --- 語文試題分類 --- p.367 / Chapter 十一. --- 正式問卷調查中致校長的說明信 --- p.375 / Chapter 十二. --- 正式問卷調查中致科主任的說明信 --- p.376 / Chapter 十三. --- 正式問卷調查中致聯絡人的說明信 --- p.377 / Chapter 十四. --- 備忘信件 --- p.378 / Chapter 十五. --- 正式問卷調查中問卷的Alpha和相關係數(r) --- p.379 / Chapter 十六. --- 在正式問卷調查中塡寫於問卷的文字資料 --- p.380 / 圖表索引 --- p.413

Este trabalho pretende comparar o ensino da produção textual em livros didáticos do português (LDP) e em apostilas escolares (AE), as quais hoje apontam para uma opção mercadológica de mercantilização do conhecimento escolar brasileiro. Como metodologia da pesquisa, optamos por um levantamento diacrônico sobre o ensino de Língua Portuguesa no Brasil, apresentando um histórico do LD como suporte de ensino e de aprendizagem da disciplina, para analisarmos os impactos das teorias linguísticas modernas, sobretudo, no que diz respeito aos gêneros discursivos (cf. Bakhtin, 2003), e dos PCN/PCNEM no ensino da produção de textos em sala de aula. Em virtude das modificações recentemente propostas pelo Exame Nacional de Ensino Médio (ENEM) e dos seus impactos na abordagem escolar da Produção Textual (PT), delimitamos nossa análise ao gênero dissertação escolar (DE), conhecido genericamente como redação escolar (RE), o mais cobrado em concursos e vestibulares brasileiros, traçando um recorte desde o período pós-Ditadura até as recentes propostas semióticas de abordagem do gênero (BARTHES, 1975; SANTAELLA, 2009; SIMÕES, 2009). Nossa perspectiva é, à guisa das mudanças ideológicas envolvidas na mudança de abordagem do ensino de RE para PT, apontar como LDP, tradicionalmente adotados em escolas públicas, e AE, contemporaneamente preferidas por dirigentes de escolas particulares, comportam-se frente a quatro eixos fundamentais para a prática docente do ensino da dissertação escolar: concepções teóricas adotadas, metodologia do ensino de DE, fundamentação teórico-metodológica dos professores e propostas de avaliação. Feita a análise contrastiva, o trabalho apontará aspectos divergentes e convergentes desse ensino, contextualizando o papel docente como mediador diante dos conflitos pedagógicos surgidos no decorrer da educação básica / This paper aims to investigate how the teaching of textual production has been conducted in Portuguese textbooks (LDP) and in school textbooks (AE), which now point to an option commodification of marketing knowledge Brazilian school. As a research methodology, we chose a diachronic survey on the teaching of Portuguese in Brazil, presenting a history of LD to support teaching and learning the discipline to analyze the impacts of modern linguistic theories, especially with regard to genres (cf. Bakhtin, 2003), and NCP / PCNEM in teaching the production of texts in the classroom. Because of the changes recently proposed by the National Teaching Exam (ENEM) and its impact on school approach Textual Production (PT), delimit our analysis gender school dissertation (DE), known generically as writing school (RE), the charged more contests and vestibular Brazilians, tracing a snip from the post-dictatorship until the recent proposals semiotic approach to the genre (Barthes, 1975; SANTAELLA, 2009; SIMÕES, 2009). Our perspective is, by way of ideological changes involved in changing the approach to the teaching of RE PT, pointing as LDP traditionally adopted in public schools, and AE, contemporaneously preferred by managers of private schools behave against four cornerstones for teaching practice of teaching school dissertation: theoretical concepts adopted, methodology of teaching DE, theoretical-methodological and teacher evaluation proposals. Made contrastive analysis, the work will point divergent and convergent aspects of this teaching, contextualizing the teaching role as mediator before decorres conflicts arising in teaching basic education

The purpose of his study was to investigate cultural values and beliefs embedded in high school English textbooks currently used in Korea. Specifically, this study addressed the following questions: (1) What Korean cultural values and beliefs are conveyed to youth in high school English textbooks? (2) How do the textbooks' discourse and visuals convey these messages? For the study, five reading textbooks approved by the Ministry of Education (MOE) in Korea, were analyzed. Critical discourse analysis (CDA) was adopted as a main approach to investigate what cultural values and beliefs were presented in the selected chapters in these textbooks. The texts were analyzed as a whole, then on the sentence levels, and the word level. First, the themes in the chapters were examined and discussed by looking at narratives, images, and the choice of certain vocabulary. For the further analysis of linguistic features in the texts, the Mood systems, modality, and the use of personal pronouns were investigated. Four themes were found to convey what the authors or Korean society value and believe as ideal objectives for Korean youth: pursuing a successful life, getting a good job, having a positive mind and persistence, and mastering English for a career purpose. In addition, certain images and word choices supported and strengthened the authors' view on the topic. The analysis also revealed that certain linguistic features contributed authority and certainty to the authors: the frequent use of imperative and declarative mood, the frequent use of modal verbs expressing a strong degree of certainty, and the use of certain personal pronouns that established the relationship between the authors and the readers. The study shows that the texts situate the reader (Korean youths) in a position where they are expected to conform to social norms, restrain themselves, and remain blindly optimistic while ignoring their own interest, curiosities, and critical thoughts.

Abstract Type 2 diabetes mellitus is a disease that has trebled in incidence over the last 25 years, affecting both adults and increasingly children. The rapid increase of the disease mirrors the gradients of social position and income distribution, and parallels the accelerated environmental changes witnessed with the rise of neoliberal capitalism. This research situates neoliberal capitalism as a collection of political and economic policies that form an ideology suited to protect discrete elite interests. The current ideology has permeated all social aspects of society, including education and healthcare. Therefore, it is argued that the practice of healthcare and the education of healthcare students are shaped by the sociopolitical environment in which they exist. Ten best-selling postsecondary textbooks in pathology, pathophysiology, and disease processes were selected for content analysis to determine if the interpretation of type 2 diabetes in pathophysiology textbooks reflects neoliberal thinking. The data were interpreted within the tradition of critical discourse analysis and theoretically enriched using Foucault’s descriptions of governmentality, biopolitics, and discursive formations. The results indicate that notions consistent with neoliberal capitalism permeate pathology textbooks in the understandings of type 2 diabetes. Consistent with how neoliberal thought embodies and explicates social conditions, type 2 diabetes is described in a way that stresses iii self-responsibility and culpability for falling ill. The texts also impart the importance of biomedical industry interventions for the treatment of the sick and the surveillance of the healthy. Finally, in a way that substantiates the degradation of the environment and retrenchment of social welfare policies, the textbooks fail to make any reference to the ecological factors that contribute to type 2 diabetes, including urbanisation and the propagation of food deserts, environmental toxins, income inequality, the steepening of the social gradient, and the deleterious effects of globalisation on human nutrition.

Abstract Type 2 diabetes mellitus is a disease that has trebled in incidence over the last 25 years, affecting both adults and increasingly children. The rapid increase of the disease mirrors the gradients of social position and income distribution, and parallels the accelerated environmental changes witnessed with the rise of neoliberal capitalism. This research situates neoliberal capitalism as a collection of political and economic policies that form an ideology suited to protect discrete elite interests. The current ideology has permeated all social aspects of society, including education and healthcare. Therefore, it is argued that the practice of healthcare and the education of healthcare students are shaped by the sociopolitical environment in which they exist. Ten best-selling postsecondary textbooks in pathology, pathophysiology, and disease processes were selected for content analysis to determine if the interpretation of type 2 diabetes in pathophysiology textbooks reflects neoliberal thinking. The data were interpreted within the tradition of critical discourse analysis and theoretically enriched using Foucault’s descriptions of governmentality, biopolitics, and discursive formations. The results indicate that notions consistent with neoliberal capitalism permeate pathology textbooks in the understandings of type 2 diabetes. Consistent with how neoliberal thought embodies and explicates social conditions, type 2 diabetes is described in a way that stresses iii self-responsibility and culpability for falling ill. The texts also impart the importance of biomedical industry interventions for the treatment of the sick and the surveillance of the healthy. Finally, in a way that substantiates the degradation of the environment and retrenchment of social welfare policies, the textbooks fail to make any reference to the ecological factors that contribute to type 2 diabetes, including urbanisation and the propagation of food deserts, environmental toxins, income inequality, the steepening of the social gradient, and the deleterious effects of globalisation on human nutrition.

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))

Submitted by Viviane Lima da Cunha (viviane@biblioteca.ufpb.br) on 2016-04-15T12:05:14Z No. of bitstreams: 1 arquivototal.pdf: 4289730 bytes, checksum: 77da15e01b6ebab7f9fcaa99f1e742eb (MD5) / Made available in DSpace on 2016-04-15T12:05:14Z (GMT). No. of bitstreams: 1 arquivototal.pdf: 4289730 bytes, checksum: 77da15e01b6ebab7f9fcaa99f1e742eb (MD5) Previous issue date: 2014-08-25 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / Geography has always been present since the first schools established in Brazil, however it‟s history as school knowledge still little known, even if that issue is taking place nowadays. Aiming contribute to the research in the history of scholar geography, this work intends to highlight elements that allow us to think about the constitution process of the discipline in the Brazilian school context, between the 1870‟s and 1910‟s. Therefore, our analyzes were directed to Geography textbooks and to the persons responsible to elaborate such works, focusing on the authors. As a theoretical-methodological perspective, we rely on the history of school subjects, besides resorting to important representative elements of the field of school culture, of the social history and of the history of the book, among other contributions. The temporal context portrayed in this study includes important changes in various sectors of brazilian society, gaining centrality the republican and nationalist ideas. In the educational sector, it becomes clear an expansion of schooling, particularly in primary schools, covering various parts of the country, culminating in increased production of textbooks. Our survey on the Geography textbooks expressed a fertility of production, resulting in a total of 186 books, written by 134 authors, including works for regional geography. The books for use in schools in general comprise 134 titles, demonstrating a greater number of publications aimed at secondary school, instead of primary education. In reference to the works of regional geography, we cataloged a total of 52 books. In this case, considering the two levels of education mentioned, we observed a greater expressiveness for primary education. As for the number of authors, we have identified a heterogeneity of subjects coming from different provinces / states, with different backgrounds and performances. The highlights were the authors who performed the activity of teaching and those related to scientific and cultural institutions of the period, for example, those from the IHG. / A Geografia sempre se fez presente desde as primeiras escolas instaladas no Brasil, no entanto, sua história enquanto conhecimento escolar ainda é pouco conhecida, mesmo considerando que, na atualidade, essa temática vem ganhando espaço. Visando a contribuir com as pesquisas no âmbito da história da Geografia escolar, este trabalho tem como propósito evidenciar elementos que nos permitam conhecer e refletir sobre o processo de constituição dessa disciplina no contexto escolar brasileiro, entre as décadas de 1870 e 1910. Para tanto, nossas análises se direcionam para os livros didáticos de Geografia e para os sujeitos elaboradores desses impressos, enfocando os autores. Como perspectiva teórico-metodológica, apoiamo-nos na história das disciplinas escolares, além de recorrermos a importantes elementos representativos do campo da cultura escolar, da história social e da história do livro, dentre outros aportes. O contexto temporal retratado neste estudo compreende importantes transformações em vários setores da sociedade brasileira, ganhando centralidade as ideias republicanas e nacionalistas. No setor educacional, evidencia-se uma ampliação da escolarização, sobretudo das escolas primárias, contemplando várias partes do território nacional, culminando em um aumento da produção de livros escolares. Nosso levantamento acerca dos livros didáticos de Geografia expressou uma fertilidade na produção, resultando em um total de 186 livros, escritos por 134 autores, incluindo as obras destinadas à Geografia regional. Os livros destinados às escolas em geral compõem 134 títulos, demonstrando um maior número de publicações destinadas ao ensino secundário, em detrimento do ensino primário. Em referência às obras de Geografia regional, catalogamos um total de 52 livros. Neste caso, considerando os dois níveis de ensino mencionados, observamos uma maior expressividade para o ensino primário. Quanto ao conjunto de autores, identificamos uma heterogeneidade de sujeitos oriundos das diferentes províncias/estados, com diferentes formações e atuações. Destacaram-se os autores que exerciam a atividade do magistério e aqueles vinculados às instituições científicas e culturais do período, a exemplo dos IHG.

Este trabalho pretende comparar o ensino da produção textual em livros didáticos do português (LDP) e em apostilas escolares (AE), as quais hoje apontam para uma opção mercadológica de mercantilização do conhecimento escolar brasileiro. Como metodologia da pesquisa, optamos por um levantamento diacrônico sobre o ensino de Língua Portuguesa no Brasil, apresentando um histórico do LD como suporte de ensino e de aprendizagem da disciplina, para analisarmos os impactos das teorias linguísticas modernas, sobretudo, no que diz respeito aos gêneros discursivos (cf. Bakhtin, 2003), e dos PCN/PCNEM no ensino da produção de textos em sala de aula. Em virtude das modificações recentemente propostas pelo Exame Nacional de Ensino Médio (ENEM) e dos seus impactos na abordagem escolar da Produção Textual (PT), delimitamos nossa análise ao gênero dissertação escolar (DE), conhecido genericamente como redação escolar (RE), o mais cobrado em concursos e vestibulares brasileiros, traçando um recorte desde o período pós-Ditadura até as recentes propostas semióticas de abordagem do gênero (BARTHES, 1975; SANTAELLA, 2009; SIMÕES, 2009). Nossa perspectiva é, à guisa das mudanças ideológicas envolvidas na mudança de abordagem do ensino de RE para PT, apontar como LDP, tradicionalmente adotados em escolas públicas, e AE, contemporaneamente preferidas por dirigentes de escolas particulares, comportam-se frente a quatro eixos fundamentais para a prática docente do ensino da dissertação escolar: concepções teóricas adotadas, metodologia do ensino de DE, fundamentação teórico-metodológica dos professores e propostas de avaliação. Feita a análise contrastiva, o trabalho apontará aspectos divergentes e convergentes desse ensino, contextualizando o papel docente como mediador diante dos conflitos pedagógicos surgidos no decorrer da educação básica / This paper aims to investigate how the teaching of textual production has been conducted in Portuguese textbooks (LDP) and in school textbooks (AE), which now point to an option commodification of marketing knowledge Brazilian school. As a research methodology, we chose a diachronic survey on the teaching of Portuguese in Brazil, presenting a history of LD to support teaching and learning the discipline to analyze the impacts of modern linguistic theories, especially with regard to genres (cf. Bakhtin, 2003), and NCP / PCNEM in teaching the production of texts in the classroom. Because of the changes recently proposed by the National Teaching Exam (ENEM) and its impact on school approach Textual Production (PT), delimit our analysis gender school dissertation (DE), known generically as writing school (RE), the charged more contests and vestibular Brazilians, tracing a snip from the post-dictatorship until the recent proposals semiotic approach to the genre (Barthes, 1975; SANTAELLA, 2009; SIMÕES, 2009). Our perspective is, by way of ideological changes involved in changing the approach to the teaching of RE PT, pointing as LDP traditionally adopted in public schools, and AE, contemporaneously preferred by managers of private schools behave against four cornerstones for teaching practice of teaching school dissertation: theoretical concepts adopted, methodology of teaching DE, theoretical-methodological and teacher evaluation proposals. Made contrastive analysis, the work will point divergent and convergent aspects of this teaching, contextualizing the teaching role as mediator before decorres conflicts arising in teaching basic education