TEXTBOOK AND SCHOOL SUBJECT: KNOWLEDGE AND IMAGES IN "SCIENCE FOR THE MODERN WORLD"
The aim of this study was to understand how the science school subject is materialized in knowledge and images from textbooks in the 1970s. The research was qualitative in nature and documental analysis was carried out, taking as its main source the textbook Science for the modern world: initiation...
| Autores: | , |
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2021 |
| País: | Brasil |
| Institución: | Universidade do Estado da Bahia (UNEB) |
| Repositorio: | Diálogos e Diversidade |
| Idioma: | portugués |
| OAI Identifier: | oai:revistas.uneb.br:article/12868 |
| Acceso en línea: | https://revistas.uneb.br/rdd/article/view/12868 |
| Access Level: | acceso abierto |
| Palabra clave: | ensino de ciências livro didático disciplina escolar imagem conhecimento escolar science education textbook school subject image school knowledge educacion en ciências libro de texto asignatura escolar imagen conocimiento escolar |
| Sumario: | The aim of this study was to understand how the science school subject is materialized in knowledge and images from textbooks in the 1970s. The research was qualitative in nature and documental analysis was carried out, taking as its main source the textbook Science for the modern world: initiation to science, by Oswaldo Frota-Pessoa and Rachel Gevertz, published in 1975. The materiality, knowledge and illustrations of the work were analyzed. The book has four units and 12 chapters spread over 157 pages. The first unit deals with botanical knowledge; the second of abiotic factors and seasons of the year; the third in Zoology and Biochemistry, and the fourth in Cell Biology and Health. The book features 202 images, most with figurative drawings, some with signs that readers can easily understand. Regarding the functionality, the images were classified as: 182 decorative, 11 descriptive and 9 explanatory. Most are decorative, making the text more attractive to the reader. There are several didacticization elements in the organization of text and images that can be related to the production of a book for a wider audience of students, with the obligation of elementary education in the 1970s |
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