Young students and the PNLD textbooks in a settlement school. Specificities in the rural schools of Brazil.

Autor/inn/en	Vieira, Edilaine Aparecida; Garcia, Tania Maria Figueiredo Braga
Titel	Young students and the PNLD textbooks in a settlement school. Specificities in the rural schools of Brazil.
Quelle	Aus: Gissel, Stig Toke (Hrsg.): Researching textbooks and educational media from multiple perspectives. Analysing the texts, studying their use, determining their impact. Odense: UCL University College (2020) S. 175-184 PDF als Volltext kostenfreie Datei Link als defekt meldenVerfügbarkeit
Beigaben	Literaturangaben S. 183-184
Sprache	englisch
Dokumenttyp	online; Sammelwerksbeitrag
ISBN	87-971113-0-9; 978-87-971113-0-7
Schlagwörter	Schule; Schulbuch; Landbevölkerung; Ländlicher Raum; Brasilien
Abstract	The central theme of the research is the relationship between the specificities of schools located in rural areas, the ways of being a young student in these localities and the textbooks produced and distributed by the federal government to Brazilian public schools. The research problem stems from discussions in the country regarding the need to produce specific textbooks for schools located in rural areas, different in both content and form from the textbooks produced for urban schools, and the controversies generated by this proposition. The context of the research lies in the experience of countryside schools located in settlements of the Agrarian Reform of the Movement of Landless Rural Workers (MST). The main objective was to analyze the presence of textbooks in school life, seeking evidence of the existence of school specificities that justify the need or not of textbooks especially produced for such students, who, in this particular condition, are Brazilian high school students living and studying in Agrarian Reform settlements. Methodologically, it is an ethnographic research that used participant observation, documentary analysis, interviews and other instruments of data production as empirical work procedures. The analyses pointed different uses of the textbook in the school, the meanings attributed to this resource by teachers and students and also evidenced the subjects' point of view on the problem of specific textbooks for students living in rural areas, supporting arguments contrary to this proposition.
Erfasst von	Leibniz-Institut für Bildungsmedien \| Georg-Eckert-Institut (GEI), Braunschweig
Update	2023/1