Elever i den svenska grundskolan ska enligt 1994 års läroplan inhämta ”kunskaper om de nationella minoriteternas kultur, språk, religion och historia”. För att skolorna ska kunna fullfölja detta uppdrag krävs det att läroböckerna tar upp frågor om den samiska kulturen och samernas levnadsförhållanden på ett korrekt och mångsidigt sätt. En granskning gjord av Statens Institut för Läromedel (SIL) 1990 beträffande hur de samiska förhållandena behandlas i läromedel i de samhällsorienterande ämnena visade på stora brister – samerna var i stort sätt osynliga i dessa läroböcker. Föreliggande projekt är en inventering och analys av läromedel i årskurs F-6 i historia, totalt 11 läroböcker utgivna på 7 förlag. Syftet var att ta reda på om samerna åskådliggörs i de svenska läromedlena i historia, samt att kartlägga i vilken utsträckning samerna fanns med och om innehållet uppfyller kraven och målen i Lpo 94 samt kursplanen för historia. Ett försök att skatta texternas relevans har gjorts. Med relevant innehåll avses här fakta som ligger i linje med samt ger eleverna en möjlighet att uppfylla målen i läroplanen och kursplanen för ämnet historia. Resultatet av analysen har jämförts med den granskning som Statens institut för läromedel (SIL) utförde 1990. Jämförelsen visar på vissa skillnader som innebär en utveckling till det bättre. Trots detta är huvudintrycket att många av de brister som påtalades då kvarstår i dagens läromedel. I den mån läroböckerna tog upp de samiska frågorna, var informationen om hur samerna levde förr sporadisk och innehållet om hur samerna lever idag ännu magrare. Samernas kultur framstår som exotiskt och oföränderligt samt romantiserat. Innehållet har även en kraftig slagsida mot rennäringen men inget nämns om den kris som rennäringen har gått igenom. Det lidande och förtryck som samerna varit utsatta för genom historien är osynligt i de granskade läromedlen, om de mot förmodan tar upp förtrycket ges det en ytterst liten plats av det totala innehållet. Den samiska historien är till stor del en dold historia och analysen visar att samerna fortfarande är en osynlig folkgrupp i ämnet historia precis som SIL rapporten visade 1990. / Students in the Swedish nine-year compulsory school, should according to the 1994 curriculum obtain, “ knowledge about the national minorities culture, language, religion and history”. For the schools to complete this commission it demands that the textbooks bring up questions about the Lappish culture and the Lappish living conditions in a correct and multifaceted way. A perusal maid by the Governments Institution for textbooks and teaching aids (SIL) 1990 concerning the Lappish conditions handles in the textbooks and teaching aids in the social studies subjects showed big lacks – the Lappish were pretty much invisible in these books. In case project is an inventory and analysis of the textbooks in the grade F-6 in history, a total of 11 textbooks on 7 publishing houses.The purpose was to find out how the Lappish are illustrated in the Swedish textbooks in history, and survey in which extent the Lappish was included and if the contents of the books fullfil the requirements and goals in LPfö 94 and in the syllabus of history. One attempt to estimate the relevance of the texts has been done. With relevance content refers here to facts that lies in line with and gives the pupils a possibility to fullfil the goals in the curriculum and in the syllabus for the subject of history. The result of the analysis has been compared with the review that the Governments Institution for textbooks and teaching aids (SIL) made in 1990. The comparison showed some differences which involves a development to the better. Despite this the main impression is that many of the lacks which are criticized still remains in the textbooks and teaching aids of today.For as long as the textbooks brought up the questions about the Lappish, the information was how the Lappish used to live in former times sporadic and the contents about how the Lappish lives today even thinner. The culture of the Lappish appears as exotic and unchangeable and romantic. The contents has also a powerful one-sided against the reindeer industry but nothing has been mention about the crise that the reindeer industry has been through. The suffering and oppression that the Lappish has been vulnerable by through the history is invisible in the review textbooks and teaching aids, and if they in contrary to expectation bring up the oppression it gives an extremely small place of the total contents. The Lappish history is to a large part a concealed history and the analysis shows that the Lappish still is an invisible ethnic group in the subject history just as the rapport that was made by the SIL showed in 1990.

Made available in DSpace on 2016-04-27T14:31:53Z (GMT). No. of bitstreams: 1 Raimundo Alberto Mulhaisse.pdf: 5051675 bytes, checksum: 3f577849e100c304f5d27137d09cb9cf (MD5) Previous issue date: 2006-07-27 / The present research evaluates lhe influence that lhe enviornrnental speech syllabus exercises on environrnental speech of local communities in Dondo District, in other words, it studies lhe interference that lhe environrnental speech of local commuinities undergoes in school environrnental speech. The study starts with a theoretical revision in arder to build lhe contextual frame of environrnental education, on which it analises lhe integral fonnation of the citizen, focuses on a brief history of environrnental education and analises lhe ways of its accomplishment, institutionalisation, necessity of aquiring the knowledge and teacher trainning taking into account lhe inviornrnental education. The methodologic approach is based 00 qualitative reserch and trom this poiot a case study is developed. The selected teaching institutions for the case study were Dondo Secondary school and Mafambisse Secondary School, in Dondo District, Sofala Privince in Mozambique. These are two schools with sem i-rural caracteristics and it is only in these two schools where students attended lhe fIrst cycle, that is, trom grade 8 to grade 10 of lhe general secondary education in Dondo District, till lhe 2005 academic real. The research results show that the environrnental speech syllabus is not clearly reflected on teachers speech Dor on student's parents and this last speech reflects the way how local communities are organised and deal with nature. The students' environrnental speech reflects lhe teahers' environrnental speech. The teacher trainning with relevant knowledge on environrnental issues appears to be fundamental condition so that lhe environrnental speech syllabus can be reflected on communities' environrnental speech. The research aims to contribute on the improvement of lhe school perfonnance in lhe context of environrnental education of the local communities. A school has to be lhe responsible for lhe education of the individual and consequently of lhe society, since there is transmission of a variety of infonnation and knowledge, this generates dynamic system that covers every one / A presente pesquisa avalia a influência que o discurso ambiental curricular exerce sobre o das comunidades locais do distrito de Dondo, ou seja, estuda a interferênciaque o discurso ambientaldas comunidades locais sofre do discurso ambientalescolar. O estudo inicia com a revisão teórica para a construção do quadro contextual da Educação Ambiental no qual faz uma análise da formação integral do cidadão, apresenta um breve historial sobre a Educação Ambiental e analisa as formas da sua realização, institucionalização, necessidade de resgate dos saberes dos educandos e temlina com a abordagem da formaçãode professores na perspectiva de EducaçãoAmbientaI. O tratamento metodológica circunscreveu-se na investigação qualitativa e a partir daí desenvolveu-seum estudo de caso. Os estabelecimentosde ensino seleccionadospara o estudo de caso foram as Escolas Secundárias do Dondo e de Mafambisse, no distrito do Dondo, província de Sofala em Moçambique. Trata-se de duas escolas com características gemi-ruraise as únicas que ministram o 10ciclo do Ensino SecundárioGeral no distrito do Dondo (até ao ano 2005). Os resultados da pesquisa indicam que o discurso ambiental curricular não se rei1ecte de fonna notória no discurso dos professores e no dos pais e encarregados de educação e este último reflecte a forma como as comunidades locais se organizam e se relacionam com a Natureza. O discurso ambiental dos alunos reflecte o discurso ambiental dos professores. A fonnação de professores com elevado domínio sobre as questões ambientais afigura-se como a condição fundamental para que o discurso ambiental curricular se possa reflectir no discurso ambiental das comunidades. A investigação pretende contribuir para melhoria do desempenho da escola no contexto da Educação Ambiental das comunidades locais. A escola deve ser responsável pela educação do indivíduo e consequentemente da sociedade, uma vez que há o repasse de informações e conhecimentos e isso gera um sistema dinâmico e abrangente a todos