Livro didático: significações do professor da escola pública sobre o processo de escolha

Abstract

This research aimed to identify and analyze the meanings that teachers of Elementary School I produce in the process of choosing a textbook by the National Textbook Program. This data was collected from a semi-structured interview, a reflective kind of one. A retired teacher who lives in a municipality in the metropolitan region of São Paulo, place where she also fulfilled her teaching career, was interviewed. The data analysis procedure was guided by the Meaning Nucleus method, which is based on Socio-historical Psychology. Three Nucleus of Meaning were built, in which it was analyzed: the professional career of the interviewed teacher, who held different positions in education; the way in which the relationship with the textbook took place; and how she, throughout her teaching career, made the choices on the textbook. In the data analysis, it was found that, early in her teaching career, the teacher adopted the textbook as an essential pedagogical instrument for her teaching activity, because she understood it as an object that structured her classes; the textbook became the curriculum itself. However, the studies, the training, the different experiences with students, the experience in school management and the exchanges with other teachers were significant mediations for the transformation of her relation with the textbook. In this sense, the pedagogical work began to be guided more by the planning, with a greater focus on the student learning and, thus, changing the function of the textbook, which became a resource that the teacher may or may not use. It is concluded that the process of choosing a textbook reveals the meanings that were built on the relation the teacher establishes - at different times of his career - with the textbook itself and in particular with the commitment to the process of teaching-learning