O livro didático disputado: uma análise do espaço didático-editorial brasileiro (1995-2016)

Abstract

The present work proposes to investigate how the disputes between the Brazilian State and the authors of textbooks took place, between 1995 and 2016, around the constitution of the concept of textbook, understood here as a know-how. In this sense, the documents produced and disseminated by the Brazilian Association of Authors of Educational Books (ABRALE), and the PNLD Guides, prepared by the Brazilian State were listed. Such productions were observed in the light of Content Analysis, which made it possible to expand their reading to reach practical, psychological, historical, economic and sociological aspects (Laurence Bardin, 1980), which were consolidated from the writings of Jürgen Habermas (1996) and Michel de Certeau (2013), authorizing the observation of language and practices in the world as two sides of the same coin, elements that would dialectically compose the ways of acting, producing and relating to reality. Finally, this text demonstrates how the relations between the Brazilian State developed from rationality models that oscillated between a technical and a communicative model, while the evaluation of textbooks and their procedures were configured as the main space of dispute, but also of consensus between the social agents involved with the textbook.