RELEVANT ITEMS ON CHOICE OF THE BOOK DIDÁTICO [BR]According to Marx story is resulting from the struggle between classes <1>, the textbook is not different because reflects the conflicts that occur in society. The teacher must then ask: What History? For whom? What is your objective? [BR]Also according to Marx ideology is the weapon used to justify the unequal society, the teacher must reflect is the ideology of the book in question gives continuity to this paradigm, or it is an education free liberating the sale of classes. [BR]Another issue for consideration, what are the theoretical references used in the construction of the book, they respect the diversity and plurality of ideas, authors are local or foreign, on time and context that the book was written? [BR]The book concerns the various historical sources and make good use of them, encourages students to seek and appreciate their own histories, as well as their communities, through a wide variety of sources whether they are: oral, iconográficas, audiovisuals, journals, literary or written . [BR]The book uses the appropriate methods for each type of source, values the interdisciplinary recommended by National Curricular Parameters (PCN''s). Brings correct information on the history of the country, is concerned with training for the full exercise of citizenship. [BR]You should check the relevance of content in the training school, always taking into account the principles of teaching practice for a democratic and libertarian, with a view to training staff and professional future. [BR] [BR]ANALYSIS OF BOOKS DIDÁTICOS [BR]TECHNICAL SHEET [BR]Book: Stories, Images & Texts 3 rd series: teacher''s manual. [BR]Authors: Eduardo France [BR] Carla Maria June Anastásia [BR]Illustrations: Duke Rubem Son [BR]Publisher Dimension, Belo Horizonte, 2004. [BR]This book is concerned with giving a theoretical to the teacher regarding the discipline and the teaching of history. [BR]The authors open a book with a reflection on the History and Historiography in Brazil in the times today. Then, go through their theoretical and methodological conception of history, then correlates the Cultural History of History in elementary school, going by history also present in the collection. [BR]In this collection they desconstruir concern in the idea of a unique history. Conscientizar the student as a historical story and make a critical and innovative. [BR]It is then an approach about history and iconography giving two examples of how they are worked in the classroom. The first table used was the "First Mass in Brazil" Victor Meirelles, 1861. [BR] [BR][BR] [BR] [BR]This screen was presented in 1861 in Paris, taking as a model the descriptions of the letter of Pero Vaz de Caminha. She was born as a portrait of Brazil, which demonstrated the need to create an identity for young nation born in 1822. [BR]This is not a screen that represents the purest truth more has its value as the portrait that mark the inauguration of Brazil. [BR]Another screen that can be used is the "Black tatuada selling cashew" of Jean Baptist Debret, 1827.
[BR] [BR][BR] [BR]The artist recorded a scene common in urban air Brazil''s slave. Debret was a French painter who lived some years in Brazil and can see our reality. With that image can work the situation of the slaves in Brazil, fruit and typical to the region''s economy. [BR]Another tool that may be used is the photo. It can be used to make comparisons between the changing landscape in a given period of time. In this process you can reassess the historical factors that led that change. [BR]The collection also comes from the assessment that must be understood as a process of training of the student, taking into account their development. [BR]The authors are using a bibliography and diverse subjects, givto a range of thoughts and ideas. [BR]In addition to these contents, the collection brings a Glossary, suggestions for reading, references and a Mini Atlas. [BR] [BR] TECHNICAL SHEET [BR]Book: Literacy without secrets: Events school. Vol 9. [BR]Author: Maria Radespiel [BR]Illustrations: Maria Radespiel [BR]Publisher Iemar, Minas Gerais, 2003. [BR]The book has a page containing the structure of the NCP''s. After addresses the goals of the art in the pre-school and elementary school. It presents a proposal for working with projects related contents of history with art. [BR]Care must be taken with the question of ideology, therefore, it is observed that the author makes a clear ideological choice with respect to religion, (All Saints Day), which could offend students who profess other faiths. However, the teacher make the choice on whether or not pursuing this ideology. [BR]Final considerations: It appears that the textbook is a good tool, but they must be chosen carefully so that the teacher does not give continuity to ideologies that do not respect the diversity and the characteristics of the students. It noted that the teacher to choose a textbook should do so aware of its limitations and possibilities. It should be concerned with the way that the contents are dealt with the sources used and how the book can contribute to the cognitive growth of the student. [BR] [BR]Reference Database [BR]MARX, Karl.ENGELS, Friderich. Comunista.Ed Manifesto. Peace and Earth, 2004. [BR]Anastasia, Maria C. PAIVA, F. Eduardo. Stories, Images & Texts 3 ° series. 2 nd Edition, Belo Horizonte, 2006. [BR]RADESPIEL, Maria. Literacy without secrets: Collection Events escolares.Vol. 9. Minas Gerais, 2003. [BR]National Curricular Parameters - History and Geography