<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>0104-4060</journal-id>
<journal-title><![CDATA[Educar em Revista]]></journal-title>
<abbrev-journal-title><![CDATA[Educ. Rev.]]></abbrev-journal-title>
<issn>0104-4060</issn>
<publisher>
<publisher-name><![CDATA[Setor de Educação da Universidade Federal do Paraná]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0104-40602019000500159</article-id>
<article-id pub-id-type="doi">10.1590/0104-4060.68936</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[O livro didático e sua presença em aulas de História: contribuições da etnografia]]></article-title>
<article-title xml:lang="en"><![CDATA[The textbook and its presence in History classes: contributions of ethnography]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Chaves]]></surname>
<given-names><![CDATA[Edilson Aparecido]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Instituto Federal do Paraná Integrante do Núcleo de Pesquisa em Publicações Didáticas ]]></institution>
<addr-line><![CDATA[Curitiba Paraná]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>09</month>
<year>2019</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>09</month>
<year>2019</year>
</pub-date>
<volume>35</volume>
<numero>77</numero>
<fpage>159</fpage>
<lpage>181</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0104-40602019000500159&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0104-40602019000500159&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0104-40602019000500159&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO A pesquisa investiga formas de uso do livro didático nas aulas de História, destacando o ponto de vista de alunos e professores do Ensino Médio. Analisa relações estabelecidas com o conhecimento histórico a partir de livros didáticos de História incluídos no Programa Nacional do Livro Didático (PNLD). A pesquisa, de natureza etnográfica, foi realizada entre 2010 e 2014. O trabalho empírico foi realizado em uma Escola do Campo com a colaboração de três professores de História e seis turmas de ensino médio, totalizando cento e doze alunos. Como principal estratégia de pesquisa foi utilizada a observação participante. Foram realizadas entrevistas e análise documental e foram utilizados outros instrumentos na forma de questionários e de atividades realizadas para análise de livros didáticos com os alunos. Os resultados permitiram constatar diferentes relações que professores e alunos estabelecem com o conhecimento histórico a partir do uso dos livros didáticos e evidenciaram contribuições das abordagens etnográficas para o estudo dos processos escolares e, em particular, para compreender as formas de utilização dos livros didáticos nas aulas.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT This research aims to investigate different ways of using textbooks in History classes, highlighting the point of view of high school students and teachers. It also analyzes established relations with historical knowledge obtained in History textbooks included in the Brazilian National Textbook Program (Programa Nacional do Livro Didático - PNLD). This study has an ethnographic nature, and it occurred between 2010 and 2014. The empirical work was made within a Countryside School with the collaboration of three History teachers and six groups of students in high school (a total of one hundred and twelve students). The main strategy used was the participant observation. Interviews and documental analysis were made, and other tools were used, like questionnaires and activities in order to help students to analyze textbooks. The results allowed to perceive different relations that teachers and students established with historical knowledge by using textbooks, which highlighted the contributions of ethnographic approach to the study of educational processes and, more specifically, to understand the ways to use such textbooks in classes.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Didática da História]]></kwd>
<kwd lng="pt"><![CDATA[Livro didático de História]]></kwd>
<kwd lng="pt"><![CDATA[Escola do Campo]]></kwd>
<kwd lng="pt"><![CDATA[Etnografia]]></kwd>
<kwd lng="en"><![CDATA[History didactics]]></kwd>
<kwd lng="en"><![CDATA[History textbook]]></kwd>
<kwd lng="en"><![CDATA[Countryside School]]></kwd>
<kwd lng="en"><![CDATA[Ethnography]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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