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School textbooks can be broadly classified into two categories: those specifically designed for school use and those that acquire this status based on the school’s use. In this perspective, school textbooks fall into the first category, containing a purpose, an organisation of content in a simplified and practical way, and integrating a differentiated editorial model. Throughout history, the school textbook has served as a conduit for knowledge and pedagogical-didactic action, influencing teaching and learning without prejudice to its conditioning upstream—the source of knowledge, regulation—and downstream—its function and reader capabilities. This study aims to assess discourses and perspectives on school textbooks in the scientific production of the three countries over the last decade. A systematic literature review serves as the starting point for constructing a documentary corpus, with the SCOPUS database as the reference, utilising the PRISMA protocol [Moher et al., International Journal of Surgery 8:336–341. https://doi.org/10.1371/journal.pmed.1000097 , 2010] in its 2020 version, and following the three defined phases—identification, filtering, and inclusion [Page et al., The BMJ 372:n71. https://doi.org/10.1136/bmj.n71 (2021)]. The set of articles is subjected to content analysis to provide a comprehensive and critical reading of the scientific discussion surrounding textbooks and their role in the teaching context in Brazil, Spain, and Portugal. The results allow us to discuss categories such as disciplinary areas and subjects, issues under study, focus of analysis, methodological proposals, and target audiences.

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Perspectives on History School Textbooks in the Twenty-First Century. Cross-Examining Views in Portugal, Brazil, and Spain

  • 章节

  • 发表日期：

    2026年

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  • Luís Mota,
  • António Gomes Ferreira,
  • Carla Vilhena

摘要

School textbooks can be broadly classified into two categories: those specifically designed for school use and those that acquire this status based on the school’s use. In this perspective, school textbooks fall into the first category, containing a purpose, an organisation of content in a simplified and practical way, and integrating a differentiated editorial model. Throughout history, the school textbook has served as a conduit for knowledge and pedagogical-didactic action, influencing teaching and learning without prejudice to its conditioning upstream—the source of knowledge, regulation—and downstream—its function and reader capabilities. This study aims to assess discourses and perspectives on school textbooks in the scientific production of the three countries over the last decade. A systematic literature review serves as the starting point for constructing a documentary corpus, with the SCOPUS database as the reference, utilising the PRISMA protocol [Moher et al., International Journal of Surgery 8:336–341. https://doi.org/10.1371/journal.pmed.1000097 , 2010] in its 2020 version, and following the three defined phases—identification, filtering, and inclusion [Page et al., The BMJ 372:n71. https://doi.org/10.1136/bmj.n71 (2021)]. The set of articles is subjected to content analysis to provide a comprehensive and critical reading of the scientific discussion surrounding textbooks and their role in the teaching context in Brazil, Spain, and Portugal. The results allow us to discuss categories such as disciplinary areas and subjects, issues under study, focus of analysis, methodological proposals, and target audiences.