<?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>1517-9702</journal-id>
<journal-title><![CDATA[Educação e Pesquisa]]></journal-title>
<abbrev-journal-title><![CDATA[Educ. Pesqui.]]></abbrev-journal-title>
<issn>1517-9702</issn>
<publisher>
<publisher-name><![CDATA[Faculdade de Educação da Universidade de São Paulo]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1517-97022018000100470</article-id>
<article-id pub-id-type="doi">10.1590/s1678-4634201844xxxx</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Livro didático e cultura da impressão]]></article-title>
<article-title xml:lang="en"><![CDATA[Textbooks and print culture]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Moraes]]></surname>
<given-names><![CDATA[Didier Dominique Cerqueira Dias de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade de São Paulo  ]]></institution>
<addr-line><![CDATA[São Paulo SP]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2018</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2018</year>
</pub-date>
<volume>44</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1517-97022018000100470&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1517-97022018000100470&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1517-97022018000100470&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo O presente trabalho aborda as transformações ocorridas na organização textual-editorial e na configuração gráfico-visual do livro didático na passagem entre dois momentos iniciais de sua história: o da reprodução manuscrita para o do advento da impressão com tipos móveis. A observação de características relativas a esses aspectos em obras canônicas de uso escolar vai revelar diferenças substanciais entre aquelas criadas no período da cultura manuscrita &#8211; mesmo considerando as modificações introduzidas em suas edições tipográficas &#8211; e aquelas criadas sob a cultura da impressão, incidindo na necessidade de uma primeira precisão e ampliação do conceito de livro didático para além daquele estabelecido pelo mero reconhecimento do uso no espaço da escola como sua característica determinante. O livro didático produzido a partir do século XVI será reconhecido como resultado da interação das primeiras formulações da didática moderna com a disseminação de novos processos de reprodução de texto e imagem, trazendo como novidades a subordinação de seu conteúdo a um programa do que deve ser ensinado e à forma como fazê-lo, novas configurações textuais além da simples sequência linear (prosa contínua), o uso de recursos gráficos e a relação entre texto e imagem determinada pela finalidade didática intrínseca a esse artefato impresso. Como consequência, o trabalho aponta para a possibilidade de uma nova precisão da definição do livro didático que também considere as características materiais e de linguagem que o constituem como gênero editorial diferenciado.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This study addresses the transformations in text rendering and overall editing organization, as well as the changes in the graphic makeup of textbooks, resulting from the transition from scribal reproduction to movable type printing. Observation of characteristics related to these aspects in canonical works, intended for scholastic use, revealed substantial differences between books produced in the scribal culture period&#8212;irrespective of changes arising from the introduction of typographic editions at that time&#8212;and works produced in the print culture period. These differences indicated the need for both narrowing and expanding the concept of textbook, so as to overcome the limitations imposed by definitions primarily based on textbook use in the school setting. Textbooks produced from the 16th century onwards were found to be shaped by an interaction between early developments of modern didactics and the dissemination of new processes for text and image reproduction. Novel features emerging from this interaction included the subordination of contents to a program to be taught, as well as to the manner these contents should be taught; new text configurations, not limited to simple linear sequences (continuous prose); use of graphic resources; and an interaction between text and image guided by didactic purposes intrinsic to this printed product. The investigation points to the possibility of achieving unprecedented precision in redefining the concept of textbook&#8212;one also taking into account the material and graphic characteristics which typify this product as a specific editorial genre.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Livro didático]]></kwd>
<kwd lng="pt"><![CDATA[Design do livro didático]]></kwd>
<kwd lng="pt"><![CDATA[História da educação]]></kwd>
<kwd lng="en"><![CDATA[Textbooks]]></kwd>
<kwd lng="en"><![CDATA[Textbook design]]></kwd>
<kwd lng="en"><![CDATA[History of education]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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