textbook.This work was developed in an exploratory perspective of qualitativecharacter, once, to capture multiple views of selected references about the textbookof history, refers to the relevant inquiries and referrals problematizações derivedfrom the procedural dimension itself to this approach. ...
Prof. master ELicio Gomes Lima . Brasil
The textbook is the main source of information printed and used by most of theteachers and students, especially those who have less access to economic and culturalgoods. In this sense, the textbook has a fundamental role in the process of education andliteracy in our country, occupying in practice often the role as the main reference for thetraining and insertion in the world of writing.Despite this high social value, the academic research on textbooks, are recent,only in these last decades, thanks to the contributions of historiography (especially of the so-called New History or Cultural history), which is one of its aspects, have beenthought provoking work on this cultural object.
In Brazil, are still missing, able to bring up sources from readings inside which canunderstand historically the textbook. Mainly there are also few jobs able to show sharperprofiles, historically related to the subject
Player (LIMA, 2004; ABREU, GALZERANI,1988, 1999, 1998).
In our study, the textbook is focused as a historical document (JACQUES LEGOFF, 1996)-cultural relations product (located in the world of school and also outsideit), and at the same time these same relationships, therefore stablishing, the vision thatlegitimizes reading about their understanding, their scope and impact, cannot be pushedaside objects in your analysis. So, we organize this article in three moments: a) the