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This article investigates the intervention of the State in the production of textbooks of the discipline Moral and Civic Education (EMC) through the Technical Book and Textbook Commission (COLTED) between the years 1965 to 1975. We aim to analyze this state interference in education and understand the ideals defended by the Military Regime from textbooks. This documentary research took as source the books used in the military period of the discipline to develop an analysis of the contents present there, and has as theoretical basis authors who address the same field in the historical context studied. As a result, we conclude that the books have become an instrument of dissemination of military principles and values (such as love for the Homeland, family and work) and the ruling class through COLTED. [ABSTRACT FROM AUTHOR]

Copyright of Revista Lusofona de Educacao is the property of Universidade Lusofona de Humanidades e Tecnologias, CEIEF and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Complutense de Educación is the property of Universidad Complutense de Madrid and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Educación y Humanismo is the property of Universidad Simon Bolivar and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Aula Abierta. Revista de Investigación, Formación e Innovación en Educación (RIFIE) is the property of Universidad de Oviedo, Servicio de Publicaciones and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

El libro de texto o manual escolar representa un recurso central de la práctica de aula y ha generado un extraordinario campo de estudio que ha dado como resultado una considerable producción académica y científica. Dentro de estas investigaciones, resulta de interés destacar las llevadas a cabo en campos específicos de conocimiento, como la Didáctica de las Ciencias Sociales, Geografía-Historia, en lo que se refiere al análisis de los elementos textuales y de recursos didácticos. Así, es fundamental también atender a los contextos de transmisión y recepción de este tipo de manuales, como aspecto esencial para comprender el uso efectivo que se hace de ellos. Para conocer mejor los aspectos en este campo se ha procedido a realizar una revisión sistemática de la literatura (SLR) basada en los principios de la declaración PRISMA de un total de 24 referencias publicadas en el ámbito español sobre una base inicial de 1841 trabajos. Estos estudios, extraídos de las bases de datos WOS, Scopus, Dialnet, Teseo y ERIC fueron analizados teniendo en cuenta su carácter etnográfico o empírico, excluyendo los estudios de naturaleza teórica. Los principales resultados apuntan a un aumento de los estudios sobre el uso del libro de texto, aunque muy limitados al formato en papel y sin considerar los libros digitales, escala geográfica (estudios regionales) y etapa (Secundaria o Bachillerato). Esto vendría a explicarse por las propias limitaciones de acceso, la formación de los/as investigadores/as y la complejidad en el análisis de un material escolar central para la práctica educativa.

Los libros de texto empleados en las escuelas de educación básica contienen información para abordar los aprendizajes esperados de cada área. Además, incluyen elementos de carácter cultural relacionados con la conformación de una identidad propia, así como una imagen de sus pares, de su espacio y de su comunidad. En este estudio, nos interesa observar la construcción y reconstrucción de figuras míticas de la mexicanidad en la literatura destinada a los pequeños en edad escolar. Para ello, revisamos los libros oficiales, específicamente los volúmenes de Español Lecturas distribuidos a los alumnos de los seis grados de educación primaria durante el ciclo escolar 2017-2018. Este trabajo forma parte de una investigación más amplia acerca de la construcción de la identidad nacional, donde partimos de una perspectiva dialógica del análisis del discurso para observar las representaciones del mexicano. Así, hemos observado que los materiales educativos construyen un concepto de la identidad nacional mediante símbolos e imágenes que corresponden con una postura sociocultural más idealizada que crítica.

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The intercultural approach, in foreign language teaching, consists of thinking about educational practices that demonstrate the relationship between language and culture, from and towards a critical perspective of social processes. In this way, school materials can be great allies in the development of this approach. The article proposes to reflect on the potencial of some pedagogical activities, incorporated in a Brazilian Spanish foreign language textbooks series, to promote an alternative treatment of labor issues. This study, through a qualitative approach, is based on the analytical strategies framed in the area of the Multimodal Discourse Analysis. The main findings demonstrated how the articulations of verbal and visual semiotic resources demand from the student reflexives tasks that attend to an intercultural and critical teaching about the topic of work. [ABSTRACT FROM AUTHOR]

El currículum de Matemáticas de secundaria establece que la tecnología, además de proveer información y comunicación, debe favorecer aprendizajes clave; sin embargo, por diferentes motivos su alcance en las aulas es limitado. El presente estudio analiza 189 tareas de matemáticas propuestas en ocho libros de texto que usan tecnología; las tareas fueron clasificadas según el aprendizaje previsto en una de las tres dimensiones tecnológicas (informática, técnica o didáctica) mediante el análisis de contenido. Los resultados muestran diferencias entre los libros que atienden los modelos SEP 2011 y SEP 2017, así como entre los ejes temáticos, pero hay una tendencia favorable a promover un uso razonado de la tecnología en las aulas. Por otro lado, se identificaron también dificultades que podrían servir de guía a profesores, editoriales o autoridades al implementar, editar y elegir libros de texto, respectivamente.

Libros de texto y de lectura son objetos habituales en museos y en exposiciones escolares; sin embargo, es frecuente encontrar exhibidos los mismos títulos, aunque existan ejemplares singulares en los fondos. Proponemos modificar el discurso expositivo habitual elaborando explicaciones sin priorizar el orden cronológico convencional utilizado por historiadores y museólogos. Aglutinamos en seis núcleos los libros para que aquellos expuestos en la misma vitrina no se ignoren entre ellos y facilitar que las diferentes audiencias incrementen sus conocimientos y adquieran visiones complejas sobre las funciones del libro en otras épocas, los diversos métodos de enseñanza, la edición, etc.

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Copyright of Revista Colombiana de Educación is the property of Universidad Pedaggica Nacional and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This text presents the findings of a research study conducted at the National Pedagogical University during the first semester of 2018. The main objective of the research was to identify the teaching trends in textbooks published in Colombia for high school philosophy instruction during the period from 1994 to 2003. Using content analysis as the method, teaching trends and instructional resources such as images, direct quotations, conceptual networks, etc., were identified and assessed. The results reveal two teaching trends: firstly, traditional pedagogy and constructivism are the predominant pedagogical models, and secondly, most books focus on students establishing connections between philosophy and the socio-cultural context of Colombia. [ABSTRACT FROM AUTHOR]

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Copyright of Revista Interuniversitaria de Formación del Profesorado is the property of Asociacion Universitaria de Formacion del Profesorado (AUFOP) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Miradas is the property of Universidad Tecnologica de Pereira and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Profesorado: Revista de Currículum y Formación del Profesorado is the property of Profesorado: Revista de Curriculum y Formacion del Profesorado and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Papeles: Revista de la Facultad de Educación Universidad Antonio Nariño is the property of Universidad Antonio Narino and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Se describe el diseño, implementación y resultados de una experiencia formativa con futuros maestros destinada a fomentar su competencia reflexiva sobre procesos de enseñanza y aprendizaje. Se propone a los participantes analizar una lección de proporcionalidad, empleando una guía basada en indicadores de idoneidad didáctica según el Enfoque Ontosemiótico. La evaluación de los análisis elaborados por los futuros maestros permite detectar carencias en conocimientos matemáticos y didácticos sobre la proporcionalidad que impiden una interpretación adecuada de los indicadores y una correcta valoración de estos sobre la lección. Planteamos estrategias a considerar en nuevas intervenciones formativas para superar estas dificultades.

En el ámbito escolar existe un amplio debate sobre la pertinencia del libro de texto como principal material didáctico. En consecuencia, se han explorado alternativas muy diversas que buscan mejorar el proceso de enseñanza aprendizaje. Sin embargo, el escaso lugar que ha ocupado el libro ilustrado de no ficción en este debate nos sitúa frente a la necesidad de analizar el papel que este tipo de libros juega frente al libro de texto. Por este motivo, se ha llevado a cabo una investigación participativa etnográfica a través de entrevistas semiestructuradas a diferentes sujetos implicados en una experiencia de innovación basada en la implementación de libros ilustrados de no ficción en las aulas de Educación Primaria de un centro educativo de Cádiz. La información obtenida fue procesada con el programa de análisis cualitativo nvivo-12 y evidenció que los participantes encuentran más beneficios en los libros ilustrados de no ficción que en los libros de texto, lo cual argumenta a favor de utilizarlos como una alternativa para mejorar el rendimiento académico del alumnado. No obstante, lo piensan como una realidad utópica al detectar dificultades asociadas a la falta de formación y a recursos económicos. Se concluye que estos libros deben introducirse paulatinamente en los centros educativos como complemento a los libros de texto para modificar la cultura profesional bajo el apoyo de programas institucionales.

Introducción: este artículo presenta un análisis en torno al papel que cumple la literatura en los procesos de formación de niños de quinto de primaria, para comprender su función en los libros de texto y las relaciones que se tejen con la formación en la escuela. Metodología: este estudio tuvo un enfoque cualitativo según los criterios de la investigación documental y un alcance hermenéutico. La investigación se desarrolló a partir de la indagación en seis libros de texto del área de lenguaje usados en instituciones educativas de Medellín (Colombia) entre 2020 y 2022. Resultados y Discusión: la diversidad de posturas y modos de uso de la literatura en los libros de texto genera comprensiones ambiguas e, incluso, contradictorias en relación con su papel en la formación de los estudiantes. Asimismo, se refieren dicotomías entre la trascendencia de la literatura y el rol concreto que cumple desde el punto de vista de los libros de texto, en la medida en que estos son considerados guías inalterables para direccionar los procesos de enseñanza-aprendizaje. Conclusiones: la literatura es un objeto de estudio clave en los libros de texto, dada su importancia formativa y las posibilidades de estos para fomentar aprendizajes integrales en los estudiantes; sin embargo, su diversidad y posturas variopintas y contradictorias impiden que estos formen de manera integral en lo académico, lo político y lo estético, por lo cual es ineludible repensarlos en relación con la formación integral.

Copyright of Revista Conexxión is the property of Red Univercom, S.C. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

En este artículo se describen las características de los géneros mediante los cuales se abordan los tópicos del texto escolar Biárea 3 de Ciencias Naturales, de tercer grado. Bajo el diseño de estudio de caso y una metodología cualitativa, se analizó, a la luz de la pedagogía de géneros textuales, la estructura genérica y el discurso de los grupos de géneros contenidos en el texto escolar, para establecer sus rasgos distintivos. Se pudo establecer que los grupos de géneros más recurrentes son: los informes, los relatos y las explicaciones. Adicionalmente, se identificaron en el discurso del texto: términos complejos, nominalizaciones, síntesis de procesos y uso de imágenes que, en algunas ocasiones, complejizan la comprensión para los lectores inexpertos, demandando un continuo andamiaje del docente.

The mathematics curriculum for lower secondary education stipulates that technology should not only provide a means of information and communication but also support key learning. However, for various reasons, the scope of technology in classrooms is limited. This research examines 189 mathematics tasks from eight textbooks, each using technology. The tasks were classified based on expected learning in one of three technological dimensions (informational, technical or didactic) by means of content analysis. The results show differences both between textbooks following the SEP 2011 and SEP 2017 models and between content areas. There is, however, a positive trend toward promoting a well-reasoned use of technology in the classroom. Conversely, the study also identified difficulties that may serve as guidelines for teachers, publishers, and authorities in using, publishing, and selecting textbooks, respectively. [ABSTRACT FROM AUTHOR]

We describe the design, implementation, and results of a training experience with future teachers aimed at fostering their reflective competence on teaching and learning processes. Participants were asked to analyze a proportionality lesson, using a guide based on indicators of didactic suitability according to the Onto-semiotic Approach. The evaluation of the analyses elaborated by the future teachers allows us to detect deficiencies in mathematical and didactic knowledge about proportionality that prevent an adequate interpretation of the indicators and a correct evaluation of these on the lesson. We propose strategies to be considered in new training interventions to overcome these difficulties. [ABSTRACT FROM AUTHOR]

Aroldo de Azevedo was an important Brazilian author of Geography textbooks. His bibliographical production took place between the 1930s and 1970s, and his teaching works influenced generations of students and teachers. In this article, we present a reading of school climatology conveyed by Professor Azevedo in two Geography textbooks he authored, which, although different, are part of the same collection. The author presents a very conceptual climatology, with many images to illustrate the information contained in the text. Despite some conceptual mistakes, he shows great care in his treatment of climate issues. Two trends in climatology as a reference science are mixed in the explanation of school Geography records: on the one hand, static climatology, more traditional and separatist in nature, and, on the other, dynamic climatology, with some innovations in the treatment of climate, in which we seek to understand the genesis of atmospheric phenomena. Between these two different epistemes, the author's rather sui generis vision regarding school climatology stands out, especially Brazilian tropicality. [ABSTRACT FROM AUTHOR]

This article provides an overview of the scenario of textbooks in Brazil, marked by the National Book and Teaching Material Program (PNLD). The analysis focus is on the PNLD 2020 call notice and on the advances and challenges regarding Portuguese and literatures textbooks. Supported by Dialogic Discourse Analysis (ADD) assumptions, the text traces a history of PNLD and presents a discussion about the textbook market in Brazil. The analysis of the PNLD 2020 call notice is in comparison with recent research on challenges and perspectives regarding the teaching of languages in textbooks, among which Silva and Pereira (2018), Paim (2018) and Amorim (2017). The results point to advances in aspects such as care regarding stereotyped representations and respect for legislation and official documents. The challenges are still present, especially in the space that the materials allocate to black and indigenous literatures and to critical student positioning. [ABSTRACT FROM AUTHOR]

The work, from the analysis of didactic books, redacted between the years of 1963 and 2000, aims to present how the inflation theme was approached in Financial Mathematics books destined to the technical education and higher education and its relation with the historic moment (politic and economic) at the time they were redacted. Starts by the hypothesis that the teaching of Financial Mathematics, during the period of highest inflation, give relevance to the subject matter. For this purpose, were analyzed didactic books from the perspective of the cultural history and from the didactic book. At the end of the study, was realized that had influence of groups, which could have restricted the comprehension of the problem of the inflation, from the Financial Mathematics didactic book. [ABSTRACT FROM AUTHOR]

Copyright of Revista EntreLínguas is the property of Revista EntreLinguas and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Álabe is the property of Alabe and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista História da Educação is the property of Historia da Educacao and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Libros de texto y de lectura son objetos habituales en museos y en exposiciones escolares; sin embargo, es frecuente encontrar exhibidos los mismos títulos, aunque existan ejemplares singulares en los fondos. Proponemos modificar el discurso expositivo habitual elaborando explicaciones sin priorizar el orden cronológico convencional utilizado por historiadores y museólogos. Aglutinamos en seis núcleos los libros para que aquellos expuestos en la misma vitrina no se ignoren entre ellos y facilitar que las diferentes audiencias incrementen sus conocimientos y adquieran visiones complejas sobre las funciones del libro en otras épocas, los diversos métodos de enseñanza, la edición, etc.

Background: the teaching means constitute one of the backbones of the actions at any level of education. Objective: to show the theoretical foundations of the book: "Hip fracture in the elderly", as a learning resource for the professional improvement of the family doctor. Methods: a research with a qualitative approach was carried out at "Dr. Zoilo Marinello Vidaurreta" University of Medical Sciences from Las Tunas in 2021. Theoretical methods were used for the theoretical foundation; and documentary analysis as an empirical one to verify the links and relationships that are offered in the theoretical references related to the characteristics that a textbook must have as a teaching medium in the educational process, its importance, advantages and foundations. Expert criteria were used to assess its relevance, feasibility and methodological structure. Results: a book designed as a learning resource for professional improvement is presented; it contains the particularities of the content to be taught and what family doctors need to learn about care for the elderly with hip fracture. It is structured in thirteen chapters with a predominance of questions which are answered with precision and clarity. Its theoretical foundations are highlighted. Conclusions: the main theoretical foundations of the book "Hip fracture in the elderly" were shown as a teaching tool for the professional improvement of the family doctor and its main advantages as a didactic component of the educational teaching process were highlighted.

The present study analyses the vocabulary learning strategies used by a group of undergraduates studying EFL as part of their university Primary and Pre-Primary teacher training degree, and those strategies contained in the two EFL coursebooks used by those students. Coursebooks were analyzed according to seven types of vocabulary learning strategies: metacognition, inference, dictionary use, note taking, practicing, codifying and activation. Likewise, participants were asked to rank these seven strategies from the most used to the least used in their L2 vocabulary learning process. The results reveal that only four of the seven strategies, namely, codifying, practicing, activation, and inference are promoted by the coursebooks. They show a very similar line opting particularly for the development of practice and codifying. This contrasts with the EFL learners, who tend to adopt inference in the first place, followed by dictionary use and note taking, the last two being absent in the coursebooks. Therefore, in the light of these results, we can suggest that the way students monitor their vocabulary learning significantly differs from the strategies promoted by the teaching materials they use. [ABSTRACT FROM AUTHOR]

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El objetivo de este trabajo es construir una pauta de indicadores de idoneidad didáctica específicos para el tema de la proporcionalidad, que pueda servir de apoyo para el análisis y valoración de lecciones de libros de texto, y como recurso para la reflexión de los profesores sobre procesos de instrucción efectivamente implementados sobre proporcionalidad. Dado que el estudio del razonamiento proporcional se ha constituido en un campo de investigación relevante en educación matemática, es posible identificar criterios de idoneidad específicos para orientar los procesos de enseñanza y aprendizaje, aplicando la metodología de análisis de contenido a una revisión bibliográfica de investigaciones claves en esta área. Las facetas, componentes e indicadores de la noción de idoneidad didáctica orientan la selección y categorización de conocimientos didáctico-matemáticos sobre la proporcionalidad en educación primaria y secundaria derivados de las investigaciones sobre este contenido. Finalmente, se obtiene una Guía de análisis de lecciones de libros de texto de Matemáticas adaptada al tema de proporcionalidad. Dado que el libro de texto es un material curricular que determina en gran medida lo que sucede en el aula y actúa como mediador en el aprendizaje del estudiante, y que el estudio de las razones, proporciones y la proporcionalidad en los currículos de educación primaria y secundaria es un hecho, la guía obtenida puede ser un recurso valioso para el docente. Es necesario el diseño e implementación de acciones formativas con profesores para su conocimiento y uso competente, entendiendo que no supone una propuesta cerrada.

En este artículo se reporta una revisión de literatura respecto a las investigaciones sobre tablas y gráficos estadísticos en libros de texto de educación primaria de Iberoamérica, con el objetivo de entregar al lector un panorama de lo desarrollado y algunas implicaciones a futuro. Bajo una metodología cualitativa, se realizó una revisión sistemática de literatura de los últimos 15 años, en cinco etapas: 1) planeación, 2) búsqueda, 3) selección, 4) evaluación de calidad, y 5) extracción y síntesis. La búsqueda se realizó en la base de datos de libre acceso Education Resources Information Center (ERIC) y en los buscadores Google Scholar y Semantic Scholar. De los resultados de la búsqueda, se seleccionaron 39 investigaciones: 29 publicadas en revistas y 10 en memorias de congresos. Entre los hallazgos, el diagrama geográfico evidencia una amplia exploración y concentración de la línea investigativa solo en algunos países, con un enfoque en la exploración de la calidad de las actividades y/o en identificar el tipo de representación estadística usada y sus complejidades para resolver las tareas. Además, se identifica una gran variedad de unidades de análisis empleadas para el desarrollo de estas investigaciones, situándolas en analizar el nivel de lectura, el nivel de complejidad semiótica, la tarea solicitada y el tipo de contexto de las actividades en las que aparecen las tablas y gráficos estadísticos.

Copyright of Human Review is the property of Eagora Science and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The formation of chemistry teachers seeks in their ways resources for a good teaching practice. Among the many didactic resources, the textbook is an important instrument in teacher education, since it is a curricular reference. When talking about the textbook, it is important to analyze its trajectory, so that we can understand how the curriculum contents of chemistry and their contexts of application are related. Analyzing the path taken by the organization of textbooks is essential to observe what is the basis that was structured for our books today. Thus, having a background on curriculum and how it relates to chemistry textbooks, focusing on the relationships established between the chemical knowledge taught in the chemistry school subject in the third year of high school. To analyze chemistry textbooks, selected by the 2018 National High School Textbook Program, for the third year of high school, seeking to delimit the curricular approaches of organic chemistry treated. This theme is relevant to the education of future teachers, as well as to the continuing education of teachers, who seek to identify the curricular approaches of organic chemistry present in high school chemistry textbooks. [ABSTRACT FROM AUTHOR]

Copyright of Ería is the property of Universidad de Oviedo, Servicio de Publicaciones and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Signos is the property of Pontificia Universidad Catolica de Valparaiso and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The democratic Transition is a key period in the citizenship education of our students, as it is the milestone that shapes the current democratic system. This article intends to carry out a study of the way in which the Transition is studied in High School. To do this, we will analyze what continues to be the main pedagogical instrument: the textbook. From a compilation of 12 textbooks, its structure, content, iconography, and activities will be analyzed, as well as the use given by teachers, taking the Autonomous Community of Cantabria as frame of reference. This approach will allow us to know the narratives and pedagogies through which a large part of our students learn the history of the Transition. [ABSTRACT FROM AUTHOR]

Copyright of Bio-grafía. Escritos Sobre la Biología y su Enseñanza is the property of Universidad Pedaggica Nacional and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Bio-grafía. Escritos Sobre la Biología y su Enseñanza is the property of Universidad Pedaggica Nacional and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Bio-grafía. Escritos Sobre la Biología y su Enseñanza is the property of Universidad Pedaggica Nacional and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Complutense de Educación is the property of Universidad Complutense de Madrid and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Lenguaje is the property of Universidad del Valle and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)