| Summary: | The textbook is a central object in the practice of teaching History. In addition to addressing the problems that can come along with this statement, this paper presents the historical trajectory of the centrality of the textbook, understood as a totality, in the history of History teaching in Brazil. Through the theoretical reference chosen, it is shown how this centrality is complex, assuming specific contours in the different moments presented. Pedagogical reference, supervisor of teaching practice, villain of good teaching practices, complex cultural object or conquest of the population. These differences demonstrate that, to understand the textbook as a central object in teaching practices, in complex way, it is necessary to consider the epistemological variations of the academic approaches, the public policies focusing on education, the technology and the economic and social demands besides the basic functions that historically built this object as a whole.
|
|---|
