ABSTRACT
This research aims to investigate different ways of using textbooks in History classes, highlighting the point of view of high school students and teachers. It also analyzes established relations with historical knowledge obtained in History textbooks included in the Brazilian National Textbook Program (Programa Nacional do Livro Didático - PNLD). This study has an ethnographic nature, and it occurred between 2010 and 2014. The empirical work was made within a Countryside School with the collaboration of three History teachers and six groups of students in high school (a total of one hundred and twelve students). The main strategy used was the participant observation. Interviews and documental analysis were made, and other tools were used, like questionnaires and activities in order to help students to analyze textbooks. The results allowed to perceive different relations that teachers and students established with historical knowledge by using textbooks, which highlighted the contributions of ethnographic approach to the study of educational processes and, more specifically, to understand the ways to use such textbooks in classes.
Keywords:
History didactics; History textbook; Countryside School; Ethnography