Modernism in secondary school didactic books: the fundamental themes and texts and the education of the schooled reader

• Main Author: Maria Amélia Dalvi (Author)
• Format: Book
• Published: Universidade Estadual Paulista Júlio de Mesquita Filho, 2011-07-01T00:00:00Z.
• Subjects: article
• Online Access: Connect to this object online.
• Notes: 1517-9869; 1981-8106
• Keywords: Brazilian modernism; Didactic Books; Secondary School; Education; L; Theory and practice of education; LB5-3640
• Source: Educação: Teoria e Prática, Vol 21, Iss 37, Pp 28-47 (2011)

Based on a cultural perspective, this article presents the results of a bibliographical and documentary research about the Brazilian modernism in contemporary didactic books - the fundamental themes and texts and the education of the schooled reader. It first brings a brief syntheses on research made on the didactic book and its interrelationship with the formation of the schooled reader in Brazil. It then goes on to present a short consideration on what is understood by "modern" and by "modernism", by examining the institutionalization of the term and by considering European, Latin American and Brazilian vanguardism of the 20thcentury. Finally, it organizes data on the themes and sub themes related to Brazilian modernism presented in four contemporary didactic books used in Portuguese language and literature classes for secondary level students, published by leading editorial groups. It also includes the texts and authors presented (especially those by Oswald de Andrade, Mario de Andrade, Manuel Bandeira and Carlos Drummond de Andrade). To conclude, an analysis on how the set of themes and sub themes, authors and texts circulating in pedagogical books serve in the process of educating schooled readers is presented. It will defend the notion that a less predictable didactic book may perhaps be a form of criticizing anything that reproduces a model of identity - and of education, truth and formation - stagnant and essentialist.