History Textbook Evaluation by High-School Students.

Autor/inn/en	Chaves, Edilson Aparecido; Garcia, Tânia Maria F. Braga
Titel	History Textbook Evaluation by High-School Students.
Quelle	Aus: Bagoly-Simó, Péter (Hrsg.); Sikorová, Zuzana (Hrsg.): Textbooks and educational media: perspectives from subject education. Proceedings of the 13th IARTEM conference 2015, Berlin. Cham: Springer (2021) S. 348-360Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Sammelwerksbeitrag
ISBN	978-3-030-80345-2
Schlagwörter	Evaluation; Gymnasium; Schulbuch; Heimatkunde; Geschichtsunterricht; Richtlinien; Brasilien
Abstract	This paper aims to explore the views of high school students concerning history textbooks approved by the PNLD program. The theoretical framework rests on the concept of the ideal textbook by Rüsen (2010), and takes into consideration the definitions and criteria derived from the official Notes and Textbook Guidelines PNLD (Brasil 2012). The subjects who participated in the research were high school students from a public school located in a rural area on the outskirts of Curitiba, which is officially identified as a Countryside School. The approved textbooks were available for the students' analysis during history classes. The activity proposed to the students was based on analysis guidelines which were produced explicitly for this purpose, and which had been elaborated in reference to elements and criteria established by the PNLD. The results show that the students analyzed the textbooks based on general criteria, such as the quality of text and images, as well as specific historical criteria, such as the presence of sources and chronological content approach. In general, the students presented a positive review of the textbooks analyzed, but were also able to point out problems and limitations in the materials, especially regarding the relationship of the content with the local culture.
Erfasst von	Leibniz-Institut für Bildungsmedien \| Georg-Eckert-Institut (GEI), Braunschweig
Update	2023/1