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Memorias IARTEM 2017 Conferencia Latinoa
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El artículo presenta los resultados de un análisis comparativo de la documentación oficial de Quebec y Ontario respecto a las funciones concedidas a los textos escolares. Por un lado, este análisis tiene por objeto identificar las distintas funciones asociadas a los textos escolares en cada una de estas dos provincias canadienses y, por otro, mostrar la influencia potencial de estas funciones en su utilización en el aula. Los resultados evidencian que la implementación de currículums que promueven una perspectiva constructivista, se realiza sin que las funciones de los textos escolares sean problematizadas de manera rigurosa. Los marcos evaluativos nos llevan a concluir que textos escolares representan a la vez resúmenes de los programas de estudio, herramientas de formación e información tanto para los docentes como para alumnos y vectores de valores socioculturales. Por consiguiente, la concepción de textos escolares se muestra poco congruente con las orientaciones educativas de tipo constructivista.Palabras clave: Funciones del texto escolar, análisis comparativo, Quebec, Ontario. This paper presents the results of a comparative analysis of official documents from Quebec and Ontario with regards to the functions of textbooks in science education. This analysis aims, in part, to reveal the various functions associated with textbooks in each of these Canadian provinces, as well as to expose their potential influence on how textbooks are used in the classroom. The results illustrate that the implementation of new curricula favouring a constructivist perspective was implemented without the status or role of textbooks being put into any in-depth question. The evaluation criteria lead to the conception of textbooks representing a condensed curriculum, training tools and information for teachers, tools for informing and training students as well as vectors for sociocultural values. As of yet, the conception of textbooks seem to be incongruent with the educational orientations that aspire to constructivism.Keywords: Functions of textbooks, comparative analysis, Quebec, Ontario.
El presente artículo parte examinando algunos fundamentos que caracterizan al texto escolar. Con el fin de evitar cualquier malinterpretación o generalización respecto a otras publicaciones en uso en la escuela y luego de haber evocado lo que debería entenderse por texto escolar, se presentan las principales funciones de éste, orientadas a los alumnos, docentes, pero también a los padres. Esta primera sección del artículo se cierra comprendiendo al texto escolar como un dispositivo tanto de orden instrumental como procedimental. En la segunda sección, sobre la base de los trabajos de Niclot, se tratan los diferentes retos –ideológicos, epistemológicos, políticos, económicos, culturales y praxéologicos– que derivan del hecho de que el texto escolar debe ser aprehendido como un compromiso.Palabras clave: Textos escolares, programas de estudio, funciones, dispositivos instrumentales y procedimentales, retos y desafíos. This article begins by examining a few foundations of the school textbook. After addressing what should be understood as a school textbook, so as to avoid any misinterpretation or a generalization extending to any publication used in schools, the article will present its main functions with respect to students, teachers and parents. The school textbook will then be analyzed as an instrumental and procedural device. Based on the works of Niclot, section two will discuss various issues—ideological, epistemological, political, economic, cultural and praxeological—resulting from the fact that the school textbook must be apprehended as a compromise.Keywords: School textbooks, course of study, functions, instrumental and procedural devices, issues.
A good textbook must meet a number of pedagogical, psychological, scientific, esthetical, and other requirements. The presented research examines whether the mathematics textbooks in use in Hungarian primary schools in Romania meet those requirements. We used documentation, contents analysis and surveys as research methods. We examined the mathematics textbooks against requirements in appearance, style and language, editing, approach and contents material. Following contents analysis we can state as a positive result that the textbooks provide a great variety of problem solving tasks, while meeting the principle of progressivity. Nevertheless, they contain mathematical mistakes, scientific inaccuracies, are not in total agreement with the curriculum and their language is inappropriate. These findings are supported by the results of our survey. The hundred and two teachers asked in the survey gave a medium qualification to the primary school mathematics textbooks. The most often quoted flaws are the lack of differentiated, layered and task based teaching material, as well as the inappropriate language owed to bad translation of the textbooks originally written in Romanian.
Educational reforms and standards have been a topic of public debate for decades, with the latest go-round being the State Common Core Curriculum Standards. But time and again those reforms have failed, and each set of standards, no matter how new and different, has had little impact on improving student achievement. Why? The textbooks. Textbooks sell based on design and superficial features, not because they are based on the latest research on how children learn and how well they promote student achievement. In Tyranny of the Textbook, Beverlee Jobrack, retired from educational publishing, sheds light on why this happens. She gives an engaging and fascinating look behind-the-scenes of how K-12 textbooks are developed, written, adopted, and sold. And, perhaps most importantly, she clearly spells out how the system can change so that reforms and standards have a shot at finally being effective.
Did you know?
Reform efforts have focused on writing and rewriting standards and tests, but these rarely have any effect on the core curriculum that is published.
School districts and states don't use effectiveness as a criterion for evaluating and purchasing textbooks.
Publishers don't offer textbooks with better content or the latest teaching methods because teachers don't want textbooks that require them to change their practices.
Teachers report that they don't rely on a textbook in their class, but research shows that they do.
Three companies publish 75 percent of the K-12 educational materials.
Those three companies are producing similar programs with the same instructional strategies, none of which require teachers to change their practices significantly.
Publishers write textbooks for California and Texas. All of the other markets have to make do with books only superficially adjusted for their states.
Este artigo apresenta o estudo sobre o processo de escolha de livros didáticos de Ciências Naturais dos Anos Iniciais do Ensino Fundamental recomendados pelo PNLD 2013 em Escolas de Educação Básica. Para esta pesquisa, participamos de reuniões/encontros organizados pelas escolas para a escolha dos livros didáticos a serem utilizados no próximo triênio (2013, 2014 e 2015). O acompanhamento do processo de escolha de LD nessas escolas nos permitiu constatar que: (1) a escolha do LD pelos professores foi influenciada por uma determinada editora; (2) os professores elegem critérios próprios de escolha dos livros; (3) foram os professores dos 4º e 5º anos que escolheram os livros didáticos de ciências a serem adotados por toda a escola; (4) as escolas organizaram, no mínimo, um encontro/reunião para a escolha dos livros didáticos.
O estudo objetiva compartilhar das discussões atuais sobre pesquisa, “inovação educativa” e “profissão docente” (Imbernón, 2010), no Ensino de Leitura e demonstrar que, apesar das inúmeras publicações acadêmicas sobre as qualidades e inadequações das coleções didáticas em língua portuguesa (2009 – 2013), destinadas à Educação Básica, permanece a necessidade de os próprios usuários pedagógicos desses produtos culturais assumirem a condição de pesquisadores e efetuarem análises documentais desses materiais, antes dos usos em sala de aula. A metodologia envolveu uma revisão da Teoria Bakhtiniana da Intertextualidade e uma análise documental de um livro didático (selecionado pelas autoras), para demonstração dos resultados finais, que confirmaram a importância de formação em pesquisa dos docentes da Educação Básica para um ensino de leitura de maior qualidade.
L’article rend compte des principales conclusions d’une recherche visant à analyser l’évolution de l’expérience des élèves de la classe de C.M.1 jusqu’en terminale. L’article relie les changements survenus dans la socialisation avec les importantes transformations qu’a connues le système éducatif au cours des dernières décennies. Pour étudier le processus à l’œuvre, nous nous sommes axés sur la notion d’expérience et les trois exigences auxquelles sont tenues les élèves : la formation d’un projet en termes d’utilité, une exigence d’intégration sociale, la formation d’une subjectivité accroissant la capacité de maîtriser les situations. Au vue de la socialisation, l’école n’est pas seulement «inégalitaire» : elle produit surtout des itinéraires différents et des individus différents. Elle n’est plus une institution mais un espace où naissent, et échouent, des projets multiples.