The historical evolution of interaction between the reader and the Science textbook in Brazil

Abstract: The article aims to analyze the evolution of the interaction between the reader and the textbook, based on reflections arising from the relationships between the historical context and science teaching and has pursued two investigative axes. Concerning the first investigative axis, we have identified three temporal perspectives of interaction between the reader and the textbook: predominance of images and text, inclusion of stimulus of the student's scientific experience through the scientific method, and, since the advent of the Internet, we have noticed the instigation of activity outside the textbook. As for the second axis, we have confirmed that the relationships arising from each temporal conjuncture were included in the texts of the analyzed textbooks and manuals in terms of perspectives of interaction between the reader and the didactic material. Finally, we note that the interactions between reader and textbook are linked to the historical, social, and political contexts of each time.

摘要：本研究旨在基于历史语境与科学教学之间的关系所引发的反思，剖析读者与教科书之间的互动演进历程，并确立了两条研究主线。关于第一条研究主线，本研究明确了读者与教科书互动的三个时间维度：以图文为主导、通过科学方法纳入贴合学生科学体验的互动刺激环节，以及自互联网诞生以来催生了教科书范畴之外的学习活动。至于第二条研究主线，本研究证实，各历史时期所形成的互动关系，均已体现在本次分析的教科书与教学手册文本中，且均围绕读者与教学材料的互动视角展开。最后，本研究指出，读者与教科书之间的互动始终与各时代的历史、社会及政治语境紧密关联。