PARADOJAS DE ALGUNAS PROPUESTAS HISTORIOGRÁFICAS ESCOLARES.

The study of textbooks has been carried out from various lines and perspectives, ranging from the interest in analyzing the relationship between the number of books per student and the progress at school to works specifically focused on the quality of the text considered as a resource in the acquisition and transmission of knowledge. Other studies have resorted to the main contributions of Linguistics. Over and above the valuable contributions of these studies, our aim is, however, to examine the paradoxes among the conception of History, the goals laid out in the textbooks and the underlying explanatory models, as well as the use of certain statements acting as epistemological obstacles. [ABSTRACT FROM AUTHOR]