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MASSONE, Marisa; EDITH ROMERO, Nancy  y  FINOCCHIO, Silvia. Textbooks in the teaching of Social Sciences: a commitment to teacher training. Perspectiva [online]. 2014, vol.32, n.2, pp.555-579. ISSN 2175-795X.

This article analyses the role of the textbooks in the Social Sciences teaching. For this purpose two ongoing Doctorate researches were used. One of the researches studies the tenuous relations between the culture of the book and the present digital culture in History and Social Sciences school texts published recently .In the methodological aspect the survey was centered in the analyses of a body of textbooks for elementary schools from recent publications, The other research inquires the teaching practices in the use of the textbooks and their meanings in the task of teaching in elementary school. The case study was chosen and the research took place in two elementary schools from Buenos Aires city. Non participating observations, depth interviews with teachers, directors and librarians and also a focal group with children were used. The first results show on one side that the school texts deepen an original composition of a hypertext, express the content throughout a written and visual speech, making use of several languages. On the other side, the role of the textbooks concerning to the classroom practices is defined by the meaning given by students and teachers that is related to the dynamics the textbooks give in the classroom combining inherent elements to the school culture: the time,, the spaces, the climates, the subjects, the objects. From this beginning a series of considerations will be presented in order to think about the textbooks and their uses as objects to be studied in the initial and continuing teachers formation.

Palabras clave : Textbooks; Social Science's Education; School Practices.

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