<?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>1413-2478</journal-id>
<journal-title><![CDATA[Revista Brasileira de Educação]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Bras. Educ.]]></abbrev-journal-title>
<issn>1413-2478</issn>
<publisher>
<publisher-name><![CDATA[ANPEd - Associação Nacional de Pós-Graduação e Pesquisa em Educação]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1413-24782015000400002</article-id>
<article-id pub-id-type="doi">10.1590/S1413-24782015206302</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Caminhos te&#243;rico-metodol&#243;gicos para a investiga&#231;&#227;o de livros escolares: contribui&#231;&#227;o do Centro de Investigaci&#243;n MANES]]></article-title>
<article-title xml:lang="en"><![CDATA[THEORETICAL AND METHODOLOGICAL PATHS FOR THE INVESTIGATION OF TEXTBOOKS: THE CONTRIBUTION OF THE CENTRO DE INVESTIGACIÓN MANES]]></article-title>
<article-title xml:lang="es"><![CDATA[CAMINOS TEÓRICO-METODOLÓGICOS PARA LA INVESTIGACIÓN DE MANUALES ESCOLARES: LA CONTRIBUCIÓN DEL CENTRO DE INVESTIGACIÓN MANES]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[TEIVE]]></surname>
<given-names><![CDATA[GLADYS MARY GHIZONI]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="A01">
<institution><![CDATA[,Universidade do Estado de Santa Catarina  ]]></institution>
<addr-line><![CDATA[Florianópolis SC]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2015</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2015</year>
</pub-date>
<volume>20</volume>
<numero>63</numero>
<fpage>827</fpage>
<lpage>843</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1413-24782015000400002&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1413-24782015000400002&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1413-24782015000400002&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO Este artigo objetiva analisar os caminhos te&#243;rico-metodol&#243;gicos trilhados pelo Centro de Investigaci&#243;n en Manuales Escolares (MANES), na Espanha. Para tal, privilegia as duas perspectivas que t&#234;m embasado as investiga&#231;&#245;es desse centro ao longo de seus vinte anos de exist&#234;ncia: a dos "emissores" e a dos "receptores" das mensagens dos textos escolares. Em rela&#231;&#227;o &#224; primeira, s&#227;o enfatizados os estudos relacionados &#224; an&#225;lise do conte&#250;do textual e iconogr&#225;fico dos livros escolares, a que se convencionou chamar de "tradi&#231;&#227;o de investiga&#231;&#227;o ideol&#243;gica". Em rela&#231;&#227;o &#224; segunda - a dos receptores -, s&#227;o destacadas neste artigo as incurs&#245;es dos pesquisadores do centro pelo chamado "giro contextual", referente tanto ao contexto de produ&#231;&#227;o dos livros escolares quanto ao contexto de seu uso. Destaca-se, ainda, a utiliza&#231;&#227;o da metodologia da intertextualidade, consubstanciada no estudo combinado do livro com diferentes fontes provenientes dos contextos de recep&#231;&#227;o, a qual tem contribu&#237;do para o desentranhamento de uma das quest&#245;es mais dif&#237;ceis da manual&#237;stica: a da metodologia do uso dos livros nas salas de aula e a consequente aproxima&#231;&#227;o com a hist&#243;ria da cultura escolar.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT This article seeks to analyze theoretical and methodological paths taken by the Centro de Investigaci&#243;n en Manuales Escolares, in Spain. To this end, it emphasises the two perspectives that have been the base of investigations throughout its twenty years of existence: one about "issuers" and another about "receptors" of the messages from textbooks. For the first one, are emphasized the studies related to the analysis of textual and iconographic content of textbooks, the so called "ideological research tradition". For the second one - the receptors -, are highlighted in this article the incursions of the centre's research on the "contextual spin", referring to both, the textbook production context and the context of its use. Also of note, the use of intertextuality methodology, based on the combined study of the book with different sources from the reception contexts, which has contributed to the disemboweling of the most difficult issues of manualistic practice: the methodology of using books in the classroom and the consequent approach to the history of school culture.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN Este art&#237;culo objetiva analizar los caminos te&#243;rico-metodol&#243;gicos trillados por el Centro de Investigaci&#243;n MANES, en Espa&#241;a. Para tal, privilegia las dos perspectivas que han fundamentado las investigaciones a lo largo de sus veinte a&#241;os de existencia: la de los "emisores" y la dos "receptores" de los mensajes de los textos escolares. En relaci&#243;n a la primera perspectiva -que se ha convenido llamar de "tradici&#243;n de investigaci&#243;n ideol&#243;gica"- se enfatizan los estudios relacionados al an&#225;lisis del contexto textual e iconogr&#225;fico de los manuales escolares. En relaci&#243;n a la segunda -la de los receptores- se destacan en este art&#237;culo las incursiones de los investigadores del centro por el llamado "giro contextual", referente tanto al contexto de producci&#243;n de los manuales escolares cuanto al contexto de su uso. Se destaca, aun, la utilizaci&#243;n de la metodolog&#237;a de la intertextualidad, consubstanciada en el estudio combinado del manual con diferentes fuentes provenientes de los contextos de recepci&#243;n, lo cual ha contribuido al desentra&#241;amiento de una de las cuestiones m&#225;s dif&#237;ciles de la manual&#237;stica: la de la metodolog&#237;a del uso de los manuales en el aula y la consecuente aproximaci&#243;n a la historia de la cultura escolar.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[livros escolares]]></kwd>
<kwd lng="pt"><![CDATA["giro contextual"]]></kwd>
<kwd lng="pt"><![CDATA[intertextualidade]]></kwd>
<kwd lng="pt"><![CDATA[cultura escolar]]></kwd>
<kwd lng="en"><![CDATA[textbooks]]></kwd>
<kwd lng="en"><![CDATA["contextual turn"]]></kwd>
<kwd lng="en"><![CDATA[intertextuality]]></kwd>
<kwd lng="en"><![CDATA[school culture]]></kwd>
<kwd lng="es"><![CDATA[manuales escolares]]></kwd>
<kwd lng="es"><![CDATA["giro contextual"]]></kwd>
<kwd lng="es"><![CDATA[intertextualidad]]></kwd>
<kwd lng="es"><![CDATA[cultura escolar]]></kwd>
</kwd-group>
</article-meta>
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<front>
<journal-meta>
<journal-id>1413-2478</journal-id>
<journal-title><![CDATA[Revista Brasileira de Educação]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Bras. Educ.]]></abbrev-journal-title>
<issn>1413-2478</issn>
<publisher>
<publisher-name><![CDATA[ANPEd - Associação Nacional de Pós-Graduação e Pesquisa em Educação]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1413-24782015000400002</article-id>
<article-id pub-id-type="doi">10.1590/S1413-24782015206302</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Caminhos te&#243;rico-metodol&#243;gicos para a investiga&#231;&#227;o de livros escolares: contribui&#231;&#227;o do Centro de Investigaci&#243;n MANES]]></article-title>
<article-title xml:lang="en"><![CDATA[THEORETICAL AND METHODOLOGICAL PATHS FOR THE INVESTIGATION OF TEXTBOOKS: THE CONTRIBUTION OF THE CENTRO DE INVESTIGACIÓN MANES]]></article-title>
<article-title xml:lang="es"><![CDATA[CAMINOS TEÓRICO-METODOLÓGICOS PARA LA INVESTIGACIÓN DE MANUALES ESCOLARES: LA CONTRIBUCIÓN DEL CENTRO DE INVESTIGACIÓN MANES]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[TEIVE]]></surname>
<given-names><![CDATA[GLADYS MARY GHIZONI]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="A01">
<institution><![CDATA[,Universidade do Estado de Santa Catarina  ]]></institution>
<addr-line><![CDATA[Florianópolis SC]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2015</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2015</year>
</pub-date>
<volume>20</volume>
<numero>63</numero>
<fpage>827</fpage>
<lpage>843</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1413-24782015000400002&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1413-24782015000400002&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1413-24782015000400002&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO Este artigo objetiva analisar os caminhos te&#243;rico-metodol&#243;gicos trilhados pelo Centro de Investigaci&#243;n en Manuales Escolares (MANES), na Espanha. Para tal, privilegia as duas perspectivas que t&#234;m embasado as investiga&#231;&#245;es desse centro ao longo de seus vinte anos de exist&#234;ncia: a dos "emissores" e a dos "receptores" das mensagens dos textos escolares. Em rela&#231;&#227;o &#224; primeira, s&#227;o enfatizados os estudos relacionados &#224; an&#225;lise do conte&#250;do textual e iconogr&#225;fico dos livros escolares, a que se convencionou chamar de "tradi&#231;&#227;o de investiga&#231;&#227;o ideol&#243;gica". Em rela&#231;&#227;o &#224; segunda - a dos receptores -, s&#227;o destacadas neste artigo as incurs&#245;es dos pesquisadores do centro pelo chamado "giro contextual", referente tanto ao contexto de produ&#231;&#227;o dos livros escolares quanto ao contexto de seu uso. Destaca-se, ainda, a utiliza&#231;&#227;o da metodologia da intertextualidade, consubstanciada no estudo combinado do livro com diferentes fontes provenientes dos contextos de recep&#231;&#227;o, a qual tem contribu&#237;do para o desentranhamento de uma das quest&#245;es mais dif&#237;ceis da manual&#237;stica: a da metodologia do uso dos livros nas salas de aula e a consequente aproxima&#231;&#227;o com a hist&#243;ria da cultura escolar.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT This article seeks to analyze theoretical and methodological paths taken by the Centro de Investigaci&#243;n en Manuales Escolares, in Spain. To this end, it emphasises the two perspectives that have been the base of investigations throughout its twenty years of existence: one about "issuers" and another about "receptors" of the messages from textbooks. For the first one, are emphasized the studies related to the analysis of textual and iconographic content of textbooks, the so called "ideological research tradition". For the second one - the receptors -, are highlighted in this article the incursions of the centre's research on the "contextual spin", referring to both, the textbook production context and the context of its use. Also of note, the use of intertextuality methodology, based on the combined study of the book with different sources from the reception contexts, which has contributed to the disemboweling of the most difficult issues of manualistic practice: the methodology of using books in the classroom and the consequent approach to the history of school culture.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN Este art&#237;culo objetiva analizar los caminos te&#243;rico-metodol&#243;gicos trillados por el Centro de Investigaci&#243;n MANES, en Espa&#241;a. Para tal, privilegia las dos perspectivas que han fundamentado las investigaciones a lo largo de sus veinte a&#241;os de existencia: la de los "emisores" y la dos "receptores" de los mensajes de los textos escolares. En relaci&#243;n a la primera perspectiva -que se ha convenido llamar de "tradici&#243;n de investigaci&#243;n ideol&#243;gica"- se enfatizan los estudios relacionados al an&#225;lisis del contexto textual e iconogr&#225;fico de los manuales escolares. En relaci&#243;n a la segunda -la de los receptores- se destacan en este art&#237;culo las incursiones de los investigadores del centro por el llamado "giro contextual", referente tanto al contexto de producci&#243;n de los manuales escolares cuanto al contexto de su uso. Se destaca, aun, la utilizaci&#243;n de la metodolog&#237;a de la intertextualidad, consubstanciada en el estudio combinado del manual con diferentes fuentes provenientes de los contextos de recepci&#243;n, lo cual ha contribuido al desentra&#241;amiento de una de las cuestiones m&#225;s dif&#237;ciles de la manual&#237;stica: la de la metodolog&#237;a del uso de los manuales en el aula y la consecuente aproximaci&#243;n a la historia de la cultura escolar.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[livros escolares]]></kwd>
<kwd lng="pt"><![CDATA["giro contextual"]]></kwd>
<kwd lng="pt"><![CDATA[intertextualidade]]></kwd>
<kwd lng="pt"><![CDATA[cultura escolar]]></kwd>
<kwd lng="en"><![CDATA[textbooks]]></kwd>
<kwd lng="en"><![CDATA["contextual turn"]]></kwd>
<kwd lng="en"><![CDATA[intertextuality]]></kwd>
<kwd lng="en"><![CDATA[school culture]]></kwd>
<kwd lng="es"><![CDATA[manuales escolares]]></kwd>
<kwd lng="es"><![CDATA["giro contextual"]]></kwd>
<kwd lng="es"><![CDATA[intertextualidad]]></kwd>
<kwd lng="es"><![CDATA[cultura escolar]]></kwd>
</kwd-group>
</article-meta>
</front>
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