SANTOS, A. F.; http://lattes.cnpq.br/5904851230702255; SANTOS, Adriana Ferreira dos.
Resumo:
This monograph discusses the implications of the dynamics assumed by the teacher
outside the textbook, taking into account the role of the teacher as an agent of
transforming education. We understand that the textbook has immense value in daily
practice of students and teachers, to contain an organization / systematization of content
to be socialized / worked in the classroom. We seek to describe the characteristics of
teachers and identify the ways and sources used, as well as factors that imply the way
they behave in front of one of the most cultural objects used in school: the Textbooks.
We used studies by researchers / scholars that address issues involving: the textbook,
curriculum, teacher training and teaching history. As a tool for collecting data from a
group we appropriate questionnaires given to teachers trained in history or not working
in the borough and State Schools of the city of Santa Cruz-PB. These questionnaires
sought to seize the professional training, the characterization of the school, the teacher's
understanding about his conception of knowledge and use of history textbooks by the
teacher in order to identify the role played by educators to use the textbook as source of
study in their classrooms. The results show that teachers, some of them not even being
formed in Degree in History, make use of new technologies, to try to make history
lessons more attractive and productive. The work is divided into four chapters: the first -
History and History Teaching. The second - Allocation of Textbook by teacher of
History; Third - Evaluation and interpretation of date obtained through questionnaires
group: The teacher and the school. And finally the fourth chapter - Evaluation and
interpretation of e date obtained through questionnaires group: Teaching and textbook.
