<?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>2238-0094</journal-id>
<journal-title><![CDATA[Revista Brasileira de História da Educação]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Bras. Hist. Educ]]></abbrev-journal-title>
<issn>2238-0094</issn>
<publisher>
<publisher-name><![CDATA[Sociedade Brasileira de História da Educação]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2238-00942020000100202</article-id>
<article-id pub-id-type="doi">10.4025/rbhe.v20.2020.e098</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Os livros didáticos da perspectiva da sociologia do conhecimento: uma proposição teórico-metodológica]]></article-title>
<article-title xml:lang="en"><![CDATA[Textbooks according to the sociology of knowledge: a theoretical-methodological approach]]></article-title>
<article-title xml:lang="es"><![CDATA[Los libros didácticos desde la perspectiva de la sociologia del conocimiento:una proposición teórico-metodológica]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Meucci]]></surname>
<given-names><![CDATA[Simone]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal do Paraná  ]]></institution>
<addr-line><![CDATA[Curitiba PR]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2020</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2020</year>
</pub-date>
<volume>20</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2238-00942020000100202&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2238-00942020000100202&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2238-00942020000100202&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo: Este artigo propõe uma abordagem dos livros didáticos inspirando-se nos pressupostos da sociologia configuracional e nas questões da sociologia do conhecimento. A abordagem se aplica a pesquisas sobre disciplinas escolares que tomam como unidade empírica um conjunto limitado de livros. Primeiro, apresentamos a definição das operações necessárias à constituição de um campo de conhecimento - identificáveis nos livros didáticos - que denominamos de sistematização, institucionalização e rotinização. Em seguida, identificamos níveis de análise para delinear a configuração da qual os livros são produtos e produtores: articulação entre agências e agentes produtores e consumidores dos livros; processos de formalização de conteúdo; dinâmicas de estabilização e significação do conhecimento. Esperamos, ao final, confirmar o valor heurístico dos livros didáticos para compreender aspectos decisivos da vida intelectual de uma sociedade.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: This article presents an approach to textbook analysis inspired on the configurational sociology and also the sociology of knowledge. Such approach is limited to an investigative inquiry about consolidation of school subjects and to an empirical series of textbooks. Its presentation required, firstly, the definition of different procedures to understand the establishment and development of school subjects that we have thus named systematization, institutionalization and routinization. Next, we have identified levels of analysis to delineate a series of books that are simultaneously products and producers: a) processes of articulation between the agents of production and circulation, b) formalization of contents, c) temporality and significance of knowledge. With this measure we hope to confirm the heuristic value of textbooks to comprehend an important dimension of the intellectual life in society.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: Este artículo propone un enfoque para libros de texto. Se inspira em la sociologia configuracional y em cuestiones de la sociologia Del conocimiento. El enfoque se limita a investigaciones de consolidación de disciplinas em El medio escolar y toman como unidad empírica conjuntos de libros didácticos publicados en determinados períodos. La presentación del enfoque exigió definición de operaciones necesarias para constitución de un campo de conocimiento y que llamamos sistematización, institucionalización y rotinización. A continuación, identificamos niveles de análisis para delinear la configuración de lacuallos libros son productos y productores: articulación entre agencias y agentes productores, formalización de contenidos y estabilización y significación del conocimiento. Con este enfoque esperamos confirmar el valor de los libros didácticos para comprender aspectos de la vida intelectual de la sociedad.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[livros didáticos]]></kwd>
<kwd lng="pt"><![CDATA[sociologia do conhecimento]]></kwd>
<kwd lng="pt"><![CDATA[conhecimentos escolares]]></kwd>
<kwd lng="pt"><![CDATA[configurações sociais]]></kwd>
<kwd lng="en"><![CDATA[textbooks]]></kwd>
<kwd lng="en"><![CDATA[sociology of knowledge]]></kwd>
<kwd lng="en"><![CDATA[school knowledge]]></kwd>
<kwd lng="en"><![CDATA[social configurations]]></kwd>
<kwd lng="es"><![CDATA[libros didácticos]]></kwd>
<kwd lng="es"><![CDATA[sociologia del conocimiento]]></kwd>
<kwd lng="es"><![CDATA[conocimientos escolares]]></kwd>
<kwd lng="es"><![CDATA[configuraciones sociales]]></kwd>
</kwd-group>
</article-meta>
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