View in EDS PDF Full Text

LIBROS DE TEXTO: ¿SABERES UNIVERSALES O DESCONTEXTUALIZADOS?

Saved in:
Bibliographic Details
Title: LIBROS DE TEXTO: ¿SABERES UNIVERSALES O DESCONTEXTUALIZADOS?
Alternate Title: Text books: Universal or out of context knowledge?
Authors: Di Franco, María Graciela1 jsomacal@cpenet.com.ar, Siderac, Silvia1 ssiderac@cpenet.com.ar, Di Franco, Norma1 ndifranco@hotmail.com
Source: Horizontes Educacionales. 2007, Vol. 12 Issue 1, p23-33. 11p.
Subject Terms: *Textbook evaluation, *Curriculum, *Teaching aids, *Public schools, *Instructional systems
Abstract (English): Text books occupy a very important place in the teaching task nowadays and the knowledge that circulates through them turns into "official knowledge", whose contents that are not considered as valid by the editorial publishers have an important risk of being out of the curriculum in action. It seems then, unavoidable, to make it clear who imposes the real life point of view that must be adopted as true and which are the ways through which it is imposed. The proposal in this particular moment of the research work consists in making a political analysis of those English and math books which are being used in Santa Rosa public schools. (Work is focused on editions from 2000 on, in other stages of the investigation we have studied books used in the XXth: those previous to the Reform and those edited between 1993 and 2000). As a result of the analysis we can see that there is an important amount of knowledge which is out of context in different ways (time, space and meaning). This could be interfering with the possibility of creating both: relevant knowledge and critical citizenship. [ABSTRACT FROM AUTHOR]
Abstract (Spanish): Los libros de texto ocupan un lugar de suma importancia en la tarea docente y el saber que circula a través de ellos legítima un conocimiento oficial. Los contenidos no considerados válidos por las editoriales tienen altas posibilidades de no formar parte del currículum en acción. Se hace inevitable entonces dilucidar cuestionamientos como quién impone la visión de la vida real que se adopta como válida y cuáles son los mecanismos que se utilizan para imponerlos. La propuesta en este momento de la investigación se posiciona en analizar políticamente los libros de texto de Matemática e Inglés en circulación en las escuelas públicas de la ciudad de Santa Rosa, cuyas ediciones sean del año 2000 o posteriores. (En etapas anteriores se analizaron los libros utilizados en el siglo XX: los previos a la reforma y los editados entre de 1993 y 2000). De su análisis surge una importante descontextualización de los saberes presentados (en tiempo, espacio y significatividad) que estaría obstruyendo la posibilidad de construir conocimiento relevante y bloqueando la construcción de una ciudadanía crítica. [ABSTRACT FROM AUTHOR]
Copyright of Horizontes Educacionales is the property of Departamento de Ciencias de la Educacion, Universidad del Bio-Bio and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
Description
Abstract:Text books occupy a very important place in the teaching task nowadays and the knowledge that circulates through them turns into "official knowledge", whose contents that are not considered as valid by the editorial publishers have an important risk of being out of the curriculum in action. It seems then, unavoidable, to make it clear who imposes the real life point of view that must be adopted as true and which are the ways through which it is imposed. The proposal in this particular moment of the research work consists in making a political analysis of those English and math books which are being used in Santa Rosa public schools. (Work is focused on editions from 2000 on, in other stages of the investigation we have studied books used in the XXth: those previous to the Reform and those edited between 1993 and 2000). As a result of the analysis we can see that there is an important amount of knowledge which is out of context in different ways (time, space and meaning). This could be interfering with the possibility of creating both: relevant knowledge and critical citizenship. [ABSTRACT FROM AUTHOR]
ISSN:07172141