Dissertations / Theses on the topic 'Textbook authors'

The present dissertation deals with the writers of high-school history textbooks and their way of writing history. Questions concerning who has written these books, why and how they have done so, and what they have written, are posed from a didactic perspective. In order to answer these questions, the author has employed the method of oral history. Initially, thirteen of the original sixteen authors were interviewed. After that, life-story interviews were conducted with one author each selected from the three categories of textbook authors determined by the first round of interviews. Seven of these authors' textbooks (comprising fourteen book sections) were studied in a more summary fashion, whereafter a more in-depth analysis of how these authors' books present the period 1914-1945 was undertaken. The study showed that the writers were middle-aged or elderly, middle-class men living in the southern regions of Sweden, whose political sympathies tended toward liberalism. They provided a number of different reasons for choosing to write history textbooks, though monetary considerations seemed to have been more or less overriding. Writing seems to have been a solitary job for them, even if they belonged to a team of writers. There are many uncertainties concerning the main didactic ideas motivating their writing. There also proved to be a distinct difference between those writers who identified themselves as researchers, and those who called themselves teachers. Resarchers have included new results in their textbooks to a greater degree, provided a more multifacetted view of history, and written more on the problems of historiography. The teachers have written a simpler, more story-telling type of prose, while their books have also provided more suggestions for practical solutions to teaching problems. Their books have also sold far better than the researchers'. All of the authors' writing has been influenced by government curricula and inspection committees, commercial conditions, the tradition of history-textbook writing and experiences from their own life-worlds, the latter of which I term "the voice of the author".<br>digitalisering@umu

This thesis reports a series of studies into textbook authors', teachers' and students' use of analogies to improve students' understanding of abstract chemistry concepts. The five research problems considered: (a) the nature and extent of analogy use in textbooks; (b) the views of textbook authors and editors concerning analogies; (c) how, when, and why analogies were used by experienced chemistry teachers; (d) the development of an instrument to determine chemistry students' understanding of analogies; and (e) how chemistry students use the analogies presented as part of their chemistry instruction.Study One reports the findings of an investigation of ten chemistry textbooks used by Australian students for the nature and extent of analogy inclusion. The study found that, while used sparingly, analogies were employed more frequently in the beginning of textbooks and that the analogies used concrete analog domains to describe abstract target concepts. There was considerable use of pictorial-verbal analogies although simple analogies comprised a substantial proportion and stated limitations or warnings were infrequently employed.Study Two involved interviews with the authors of eight of the above mentioned textbooks to determine authors' views on analogies and their use in textbooks and teaching. The study identified a relationship between how frequently analogies were used by the author and what he or she considered to be the characteristics of a good chemistry teacher. Each author had a good understanding of the nature of analogy and each sought a flexible environment for its use - most arguing that analogies are better used by teachers than printed in textbooks. They appeared to favour analogies embedded in text or placed in margins rather than as post-synthesisers or advance organisers.Study Three reports an investigation into six chemistry teachers' use of analogies in Western Australia and England. This study found that the teachers drew upon their experiences and professional reading as sources of the analogies that tended to be spontaneously used when they felt their students had not understood an explanation. The analogies tended to map functional attributes of abstract target concepts with some teachers using the blackboard to illustrate pictorial analogies and some including statements of limitations.Study Four describes the development of analogy maps - instruments used to determine the effectiveness with which students map given analogies. The iterative development process engaged classroom-based research methods to develop an instrument of value both for teaching and for school-related research. A rating system enables researchers to compare students' effectiveness at mapping analogies with variables such as analogy type.Studies Five and Six describe how a combination of interviews and analogy map surveys were used to investigate how students used analogies in chemistry. The study found that students felt more confident with pictorial-verbal analogies although they were not necessarily able to map these analogies better than verbal (only) analogies. Also, student mapping confidence appeared not to depend upon the level of enrichment supplied and added enrichment did not necessarily aid mapping performance. Further, the analogy maps were useful as a means to identify alternative conceptions and there was little evidence that the analogy maps contributed to the formation of alternative conceptions in the learners.The final chapter draws together and discusses the assertions made in all of the previous studies before considering the contribution of the thesis to theory building. The implications of the research are discussed and suggestions made for future research on analogies in chemistry education. The chapter concludes by outlining examples of how and where the findings of this research have begun to be disseminated.

This thesis reports a series of studies into textbook authors', teachers' and students' use of analogies to improve students' understanding of abstract chemistry concepts. The five research problems considered: (a) the nature and extent of analogy use in textbooks; (b) the views of textbook authors and editors concerning analogies; (c) how, when, and why analogies were used by experienced chemistry teachers; (d) the development of an instrument to determine chemistry students' understanding of analogies; and (e) how chemistry students use the analogies presented as part of their chemistry instruction.Study One reports the findings of an investigation of ten chemistry textbooks used by Australian students for the nature and extent of analogy inclusion. The study found that, while used sparingly, analogies were employed more frequently in the beginning of textbooks and that the analogies used concrete analog domains to describe abstract target concepts. There was considerable use of pictorial-verbal analogies although simple analogies comprised a substantial proportion and stated limitations or warnings were infrequently employed.Study Two involved interviews with the authors of eight of the above mentioned textbooks to determine authors' views on analogies and their use in textbooks and teaching. The study identified a relationship between how frequently analogies were used by the author and what he or she considered to be the characteristics of a good chemistry teacher. Each author had a good understanding of the nature of analogy and each sought a flexible environment for its use - most arguing that analogies are better used by teachers than printed in textbooks. They appeared to favour analogies embedded in text or placed in margins rather than as post-synthesisers or advance organisers.Study Three reports an investigation into six chemistry teachers' use of ++<br>analogies in Western Australia and England. This study found that the teachers drew upon their experiences and professional reading as sources of the analogies that tended to be spontaneously used when they felt their students had not understood an explanation. The analogies tended to map functional attributes of abstract target concepts with some teachers using the blackboard to illustrate pictorial analogies and some including statements of limitations.Study Four describes the development of analogy maps - instruments used to determine the effectiveness with which students map given analogies. The iterative development process engaged classroom-based research methods to develop an instrument of value both for teaching and for school-related research. A rating system enables researchers to compare students' effectiveness at mapping analogies with variables such as analogy type.Studies Five and Six describe how a combination of interviews and analogy map surveys were used to investigate how students used analogies in chemistry. The study found that students felt more confident with pictorial-verbal analogies although they were not necessarily able to map these analogies better than verbal (only) analogies. Also, student mapping confidence appeared not to depend upon the level of enrichment supplied and added enrichment did not necessarily aid mapping performance. Further, the analogy maps were useful as a means to identify alternative conceptions and there was little evidence that the analogy maps contributed to the formation of alternative conceptions in the learners.The final chapter draws together and discusses the assertions made in all of the previous studies before considering the contribution of the thesis to theory building. The implications of the research are discussed and suggestions made for future research on analogies in chemistry education. The chapter ++<br>concludes by outlining examples of how and where the findings of this research have begun to be disseminated.

This study investigates whether principles of learner autonomy are integrated into ELT textbooks used in Hong Kong primary schools. Primary quantitative data were generated through an analysis of textbooks, and the supporting qualitative data came from interviews with teachers and lesson observations. Two sets with a total of twelve English language textbooks published for Primary Four, Primary Five and Primary Six students by Oxford University Press (China) Ltd. and Pearson Hong Kong were evaluated. Five teachers participated in the interviews while lesson observations were conducted with three of them. The results show that principles of learner autonomy are included in the textbooks to some extent. Out of the five key principles of learner autonomy, only self-assessment is achieved fully. The other key principles are partly achieved (i.e. self-selecting learning strategies, self-selecting materials and classroom activities) or not achieved (i.e. self-setting goals and self-reflection). There is currently not enough attention given in these primary ELT textbooks to promoting learner autonomy. In addition, it is found that there is no great difference in the degree of learner autonomy promoted across educational levels. The findings also suggest that different authors have different levels of awareness of promoting learner autonomy. This study concludes that a set of guidelines about the incorporation of principles relating to learner autonomy would facilitate authors and publishers in designing textbooks.<br>published_or_final_version<br>Applied English Studies<br>Master<br>Master of Arts in Applied Linguistics

Although textbooks are scientifically proven that they are important and central to the school curriculum one should think critically about the content in textbooks - is it really compatible with the curriculum of following the textbook tradition? As a teacher there are different ways to reflect on which textbook to choose. It is important to compare several textbooks with each other and be aware that a textbook should follow the curriculum. A teacher examines many sections/topics in the textbooks, but in this paper only one section will be reviewed among four different textbooks. The section to be compared, in the paper, is the interwar period. The reason for this choice is that the topic is required according to the current curriculum Lgr11. The essay will show an investigation about a few selected textbook authors. The main question is if the authors write as the textbook tradition or according to the curriculum. Four different textbooks will be compared in this paper where two of these books have the same publisher, the same author but two different curriculums (Lpo94 and Lgr11). The essay is based on a qualitative research in which a text analysis is done – to analyze if the textbooks follows the required topics of the curriculum or following the textbook tradition. Even an quantitative study has been done as an analysis of textbooks whereas the amount of pages and headlines are in focus. This was made to compare how much the authors have written about the interwar period and if similar headlines was used. A comparison of different curriculums has also been done, between the Lpo94 and Lgr11. This was made to see if there was a change in content or how authors wrote about the same historical event. This may provide an explanation for why the textbook authors have written different in both textbooks written by the same author and printed by the same publisher but in line with two different curricula. Author: Hobel Josefsson. Mentor: Örjan Simonson The spring 2013 Keywors: history, interwar period, textbooks, textbook author, textbook tradition, curricula – syllabus, comparative Nyckelord: historia, mellankrigstiden, läroböcker, läroboksförfattare, lärobokstradition, läroplaner – kursplan, jämförelser

This study identified the types of sexist language that appear in ESL textbooks by Thai authors. The study analyzed the ESL textbooks by Thai authors sold at the Chulalongkorn University bookstore during spring 2007. It was a qualitative case analysis of fifteen ESL textbooks covering the beginning, intermediate, and advanced levels of ESL instruction. The study used feminist criticism to discover what gender roles are sanctioned as appropriate in ESL textbooks by Thai authors and if the language used supports or challenges patriarchy. The results of this study show that sexist language is present in the textbooks and that the textbooks contain content that promotes sexist assumptions concerning gender roles. As a whole, the language and examples used in ESL textbooks by Thai authors support patriarchy.

English is a global language with hundreds of millions of speakers all over the world. In Sweden,English is one of the most important subjects in primary and upper secondary school. As a guideand supplement, many teachers use textbooks in their teaching, but not much research has beenconducted on the contents of textbooks and how it may influence students’ worldview.This study aims to investigate how different speakers of English are constituted in four textbooksfrom English level 5 in the Swedish upper secondary school. The purpose of the study is to shedlight on possible problems that might arise with unreflected use of textbooks and it is based ondiscourse theory and the Concentric Circles Model. The authors reach the conclusion that thetextbooks constitute a reality where the traditional core of native English speaking countriesdominates the English-speaking world. Furthermore, the analysed textbooks were found not tofollow several of the directives set down in the national curriculum. Hopefully this study willcontribute to broaden the research field of textbook analysis in Sweden.

<p>A large number of genocides have taken place in our history. The purpose of this essay is to examine how genocide is treated in five high school history textbooks. I have studied a large number of issues. I have examined which genocides are discussed in the textbooks and which genocides the textbooks don’t discuss. I have also examined if there are differences between the textbooks about that matter. I have studied in which context the genocides are discussed. I have also examined how the genocides are described and if there are any differences between the authors about that matter.</p><p>The method of the essay is a quantitative and qualitative text analysis. I have used the following history theories in my analysis: a critical emancipation perspective of history<em>, </em>the materialist <em>conception of history</em> and the <em>idealist conception of history.</em> In the essay a have used Frank Chalks and Kurt Jonassohns definition of genocide.</p><p>The study has shown that a large number of genocides are discussed in the textbooks, but also that a large number are not discussed. There are differences between the textbooks about that matter. The study has confirmed the critical emancipation perspective of history.</p><p>The study has shown that the descriptions of the genocides have its similarities and it's differences.</p>

Submitted by Viviane Lima da Cunha (viviane@biblioteca.ufpb.br) on 2016-04-15T12:05:14Z No. of bitstreams: 1 arquivototal.pdf: 4289730 bytes, checksum: 77da15e01b6ebab7f9fcaa99f1e742eb (MD5)<br>Made available in DSpace on 2016-04-15T12:05:14Z (GMT). No. of bitstreams: 1 arquivototal.pdf: 4289730 bytes, checksum: 77da15e01b6ebab7f9fcaa99f1e742eb (MD5) Previous issue date: 2014-08-25<br>Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES<br>Geography has always been present since the first schools established in Brazil, however it‟s history as school knowledge still little known, even if that issue is taking place nowadays. Aiming contribute to the research in the history of scholar geography, this work intends to highlight elements that allow us to think about the constitution process of the discipline in the Brazilian school context, between the 1870‟s and 1910‟s. Therefore, our analyzes were directed to Geography textbooks and to the persons responsible to elaborate such works, focusing on the authors. As a theoretical-methodological perspective, we rely on the history of school subjects, besides resorting to important representative elements of the field of school culture, of the social history and of the history of the book, among other contributions. The temporal context portrayed in this study includes important changes in various sectors of brazilian society, gaining centrality the republican and nationalist ideas. In the educational sector, it becomes clear an expansion of schooling, particularly in primary schools, covering various parts of the country, culminating in increased production of textbooks. Our survey on the Geography textbooks expressed a fertility of production, resulting in a total of 186 books, written by 134 authors, including works for regional geography. The books for use in schools in general comprise 134 titles, demonstrating a greater number of publications aimed at secondary school, instead of primary education. In reference to the works of regional geography, we cataloged a total of 52 books. In this case, considering the two levels of education mentioned, we observed a greater expressiveness for primary education. As for the number of authors, we have identified a heterogeneity of subjects coming from different provinces / states, with different backgrounds and performances. The highlights were the authors who performed the activity of teaching and those related to scientific and cultural institutions of the period, for example, those from the IHG.<br>A Geografia sempre se fez presente desde as primeiras escolas instaladas no Brasil, no entanto, sua história enquanto conhecimento escolar ainda é pouco conhecida, mesmo considerando que, na atualidade, essa temática vem ganhando espaço. Visando a contribuir com as pesquisas no âmbito da história da Geografia escolar, este trabalho tem como propósito evidenciar elementos que nos permitam conhecer e refletir sobre o processo de constituição dessa disciplina no contexto escolar brasileiro, entre as décadas de 1870 e 1910. Para tanto, nossas análises se direcionam para os livros didáticos de Geografia e para os sujeitos elaboradores desses impressos, enfocando os autores. Como perspectiva teórico-metodológica, apoiamo-nos na história das disciplinas escolares, além de recorrermos a importantes elementos representativos do campo da cultura escolar, da história social e da história do livro, dentre outros aportes. O contexto temporal retratado neste estudo compreende importantes transformações em vários setores da sociedade brasileira, ganhando centralidade as ideias republicanas e nacionalistas. No setor educacional, evidencia-se uma ampliação da escolarização, sobretudo das escolas primárias, contemplando várias partes do território nacional, culminando em um aumento da produção de livros escolares. Nosso levantamento acerca dos livros didáticos de Geografia expressou uma fertilidade na produção, resultando em um total de 186 livros, escritos por 134 autores, incluindo as obras destinadas à Geografia regional. Os livros destinados às escolas em geral compõem 134 títulos, demonstrando um maior número de publicações destinadas ao ensino secundário, em detrimento do ensino primário. Em referência às obras de Geografia regional, catalogamos um total de 52 livros. Neste caso, considerando os dois níveis de ensino mencionados, observamos uma maior expressividade para o ensino primário. Quanto ao conjunto de autores, identificamos uma heterogeneidade de sujeitos oriundos das diferentes províncias/estados, com diferentes formações e atuações. Destacaram-se os autores que exerciam a atividade do magistério e aqueles vinculados às instituições científicas e culturais do período, a exemplo dos IHG.

The overall aim of this thesis is to investigate why history textbooks are used the way they are and to identify possible reasons for the contradictions and dilemmas regarding the role of the textbook in history education. This thesis describes a case study of the history teaching at an upper secondary school class and investigates the attitudes of the pupils, teachers and textbook authors towards history, the teaching of history, textbooks and the use of textbooks. The study also investigates the textbook used in the history class and the attitudes that the authors expose in the textbook. The analyses are based on interviews with the pupils and teacher, the pupils’ responses in a questionnaire, lesson observations, parts of the textbook, and some other teaching materials used in the lessons. In addition to constituting research on attitudes, this study is also linked to cognitive dissonance theory since it highlights dissonance among the attitudes of the teachers, pupils and textbook authors. The study shows that one main dilemma is the fact that the textbook is frequently being used in the classroom, but many pupils find it dull and uninteresting. Other dilemmas are basically explanations for this and are discussed as such. The study also shows that the pupils prefer history lessons that follow certain strategies and that these strategies are only reflected in the textbook to a limited extent. However, these strategies are used to a large extent in the teaching and when other teaching materials are used instead of the textbook. Sometimes the language used in the textbook seems to prevent the pupils from being able to take in the content but they are not given any help to cope with this difficulty. However, the pupils are exposed to other teaching resources, such as films and lectures, which helps them to understand the subject matter and they appreciate such resources more than the textbook. Moreover, the use of this type of learning resources is combined with methodology that is popular among the pupils and they get help from each other and from the teacher when interpreting and working with these resources. The textbook is used primarily individually and some of the pupils find it difficult to understand. In addition, the textbook is used with teaching methodology that the pupils find dull. This could explain why films and lectures are the main focus of the history lessons while the textbook is used primarily as a supplementary factual resource. This may also be a reason why the pupils have a negative attitude towards the textbook.

A travers l'exemple de Molière, nous nous intéressons à la construction et à l'évolution de la représentation de l'auteur classique dans les manuels du secondaire depuis le XIX° siècle jusqu'à aujourd'hui. c'est donc le processus de la construction du mythe scolaire de Molière que nous questionnons. Notre réflexion porte d'abord sur l'analyse de la place de Molière dans les programmes successifs et dans les manuels, afin de déterminer le rapport qu'entretiennent ces deux pôles représentatifs de l'institution scolaire ainsi que l'évolution de leurs contenus en regard de l'oeuvre de Molière. Nous interrogeons ensuite le Molière des manuels à la lumière de la critique exégétique: dans quelle a-t-elle influencé la construction puis l'évolution du mythe scolaire de l'auteur-acteur? Ces deux premières étapes nous conduisent à nous pencher sur l'évolution du corpus scolaire des oeuvres moliéresques: qu'en est-il de la fortune des pièces canoniques ainsi que de tout le pan des comédies du dramaturge occulté par les programmes? Enfin, nous nous intéressons à ce nouveau "langage" introduit dans les manuels à partir du second quart du XX° siècle, qu'est le corpus iconographique: a-t-il entraîné une nouvelle lecture de Molière et de son oeuvre? Ce cheminement nous conduit au coeur de la représentation de Molière, auteur scolaire patrimonial par excellence<br>Through Molière's works, we will focus on how secondary textbooks have decided to represent this author from the nineteenth century until today. It is thus the process of building the school myth of Molière that we try to question. Our study first deals with analysing the place of Molière in successive programs and textbooks in order to determine the relationship between these two main poles of the educational institution as well as the evolution of their contents regarding Molière's works. We will then question the works of Molière as used in textbooks focussing on the exegetical critique : how far has it influenced the construction and the development of the school myth of the author-actor ? These first two steps lead us to think about the evolution of the academic corpus of Molière's works : What about the success of the canonical plays as well as all the comedies that are no longer studied ? Finally, we will focus on the iconographic corpus, that is to say the new « language » that was introduced in textbooks from the second quarter of the twentieth century : has it led to a new reading of Moliere's works?This leads us to the heart of Molière, the first exemple of an academic author

Fiabilidade e relevância das opções dos autores dos manuais escolares de Português do 10º ano em relação ao Programa da disciplina Esta dissertação apresenta um enquadramento dos manuais escolares no processo de ensino e aprendizagem, enquanto instrumentos de relevo na prática lectiva. É feita uma abordagem de algumas das orientações programáticas, sobretudo relacionadas com a leitura literária e o funcionamento da língua, na tentativa de se questionar, reequacionar e fundamentar as opções dos autores dos manuais escolares, publicados em 2007, face ao Programa da disciplina de Português no 10º ano. Perante a vastidão de autores que foram seleccionados para os diferentes projectos editoriais, devido à abertura que o Programa dá nesse sentido, procedeu-se à análise de opções relacionadas com a selecção de escritores de expressão portuguesa e incidiu-se na interpretação de constrangimentos subjacentes ao ensino do funcionamento da língua/conhecimento explícito da língua; ABSTRACT:Reliability and relevance of options put forth by 10th Grade Portuguese Language School Textbook authors, related to the10th Grade Portuguese Language syllabus. This dissertation presents an array of school textbooks in the teaching and learning process as relevant tools of pedagogy. An approach of some syllabus orientations is carried out, most of all related to literature and language function in an attempt to question, re-question and lay out the options of the authors of the school textbooks published in 2007, according to the 10th Grade Portuguese Language Syllabus. Having in mind the majority of authors that were selected for the different editorial projects, due to the wide scope of the syllabus, an analysis was done related to the selection of Portuguese writing authors and the interpretation of the implicit constraints of teaching grammar and explicit language knowledge (comprehension) has been pointed out.

Cette thèse de doctorat tente de répondre à la question de recherche suivante : comment se construit en France la discipline de l’enseignement de l’histoire en ce qui concerne l’enseignement de l’histoire de la Grèce ancienne. Au XIXe siècle, l’histoire ancienne s’impose le plus souvent en sixième ou cinquième, parfois en troisième dans l’enseignement secondaire comme discipline à part entière. Dans une première partie, à travers les changements socio-politiques enregistrés entre 1814 et 1914, nous étudions les développements législatifs placés sous la responsabilité du ministère de l’Instruction publique qui fondent les nouveaux programmes d’histoire ancienne. La liaison étroite entre les humanités classiques et l'histoire montre que l'histoire ancienne suit un chemin sans relation à celui de l'histoire de France, car, à cette même période, si le modèle de l’histoire de France prend de l’ampleur dans l’enseignement secondaire, celui de l’histoire ancienne s’affirme et se structure sous l’influence notamment de l’archéologie. Dans une seconde partie, l’étude des livres scolaires d’histoire ancienne réunis dans un corpus inédit d’ouvrages publiés entre 1814 et 1914, permet d’observer comment la présentation de la Grèce ancienne s’éloigne progressivement de l’ancien modèle contenu dans l'histoire ancienne de Charles Rollin (1661-1741) pour se laisser influencer par l'histoire scientifique à la fin du siècle. Les principaux protagonistes de ce sujet sont les auteurs des livres scolaires ainsi que les ministres de l'Instruction publique. A travers leurs discours et leurs récits, nous essayons de montrer comment l'histoire enseignée de la Grèce ancienne participe de concert avec les autres travaux historiographiques de l’époque, aux principaux bouleversements politiques qui jalonnent cette période<br>The present work attempts to answer the following question : how the discipline of history teaching was built in France in the context of the teaching of history of the ancient Greece. In the nineteenth century, ancient history was most of the time imposed in the sixth or fifth grade in secondary school. In the first part of our thesis, we study the legislative developments through the socio-political changes recorded between 1814 and 1914, under the responsibility of the Ministry of Education, which provides for the first time the curriculum of ancient history. The close connection between classical humanities and history shows that ancient history follows a different path of that of French history which at the same time starts to dominate in secondary schools. On the other hand, ancient history asserts itself due to the rising of archeology. At the second part, the study of textbooks of ancient history, that were published between 1814 and 1914, allow us to observe how the presentation of ancient Greece is gradually moving away from the framework of Greek history of Charles Rollin (1661-1741) because of the professionalization of historical studies and the re-definition of their methodological foundations at the end of the century

O objeto deste trabalho é estudar o emprego de textos literários e a forma como eles são aproveitados no ensino de Português-Língua Estrangeira (PLE). Para tanto, apoiamo-nos nos fundamentos teóricos da abordagem comunicativa, da leitura e da enunciação a fim de investigar os potenciais pedagógicos do texto literário na sala de aula e nos livros didáticos de PLE. Com base em uma pesquisa feita com estudantes estrangeiros, pudemos detectar suas expectativas quanto à utilização de textos da literatura brasileira nas aulas, bem como suas representações lingüísticas, aí incluída a apropriação de elementos culturais, confirmando a relevância da contribuição desses textos no ensino de PLE. E, a partir da análise do emprego de textos literários e exercícios de compreensão em quatro materiais didáticos, observamos também que tais livros não podem suprir todas as expectativas dos alunos em razão de sua própria natureza didática, descontextualizada da interação autor-texto-leitor original. Como resultado, pudemos confirmar que o bom aproveitamento dos textos literários no ensino de PLE não está simplesmente no seu emprego como um pretexto em sala de aula ou nos manuais, mas no tratamento dado a eles, tendo em vista o seu caráter literário.<br>The objective of this paper is to study the employment of the literary texts and how they are exploited in the teaching of Portuguese as a Foreign Language (PFL). For that purpose, we followed the theoretical line of the communicative approach of reading and utterance-act in order to inspect the pedagogical potential of the literary text in the classroom and in PFL\'s textbooks. In a survey involving foreign students, we were able to detect their expectations in relation to the application of texts of the Brazilian literature in the classes, as well as their linguistic representations, including the appropriation of cultural elements, confirming the relevant contribution of these texts in PFL\'s teaching. And, after analysing the employment of the literary texts and the exercises of comprehension in four types of textbooks, we observed that these books are not able to fill all the students\' expectations due to the own educational nature of these materials, decontextualized from the original authortext- reader interaction. As a result, we were able to confirm that the effective utilization of the literary texts in PFL\'s teaching does not merely depend on its employment as an excuse in the classroom or in the manuals, but on the treatment given to them, in view of their literary quality.

The poet Karel Hynek Mácha belongs to one of the classic writers of the Czech literature. That is the reason why this personage and his work play an important role in the teaching of literature at secondary schools. This diploma thesis analyses an important element of teaching practice. It focuses on Mácha from the point of view of literature textbooks. On the basis of synchronous comparison of these textbooks, we can find out the striking similarity since all the texts choose the same events of Mácha's life. He is appraised nearly with the same terms. The texts create an image of Mácha, the image of the author, which as a significant paratext highly influences the way new texts and other didactic materials are created and literature taught. This diploma thesis is from its bigger part a casual study bringing a detailed analysis of the contemporary image of Karel Hynek Mácha in the literature textbooks. Moreover, it offers a look at its diachronous perspective as well. The key theoretical concept of this thesis is the term image of the author which has not been a fixed part of literary criticism terminology. That is why it is widely described in the first chapter together with its relations to other concepts about the author. Keywords author, the image of the author, Karel Hynek Mácha, literature...