Curriculum, institutional guidelines and textbooks in Primary Education in Chile
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Traditionally, it has been stated that textbooks are the curriculum’s materialization in a classroom. Research on history textbooks in Latin America have focused mainly on construction of discourses, thus neglecting curricular and pedagogical dimension. This research is aimed at analysing textbook tasks in relation to the curriculum and institutional guidelines of its development in primary education. A mixed methodology has been employed to analyze tasks and their relation to curriculum and institutional requirements. As a main conclusion, it may be stated that the relation between these three materialities is not exclusively related to the accomplishment of learning objective. The internal contradictions of institutional documents are also reflected in textbook tasks.
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Sáez-Rosenkranz, Isidora; and Popow, Monika. “Curriculum, institutional guidelines and textbooks in Primary Education in Chile”. Didacticae. Revista de Investigación en Didácticas Específicas, no. 4, pp. 42-59, https://raco.cat/index.php/Didacticae/article/view/343910.
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