Identidade e autonomia: os saberes docentes na formação de autores de livros didáticos de ciências da natureza

Abstract

The authorship of textbooks is a complex practice, situated at the intersection of pedagogical, scientific, and editorial knowledge, and nvolving professional, political, and identity dimensions. This practice goes beyond simple textual production, as it is linked to a particular conception of education and society, being strongly influenced by public policies, especially by the National Textbook Program (PNLD), which regulates technical, pedagogical, and ideological criteria for the production and circulation of these materials. In this context, this thesis aimed to analyze textbook authorship as a field of teaching activity, considering its formative and identity dimensions, with the aim of supporting the creation of an elective course in undergraduate programs aimed at training authors. The methodological approach adopted is qualitative and the instruments used were bibliographic research and content analysis. The research process consisted of five stages: (1) Recognition and affirmation of the presence of authorship in undergraduate courses in Biology, Chemistry, Physics, and Pedagogy. (2) Analysis of the discourses presented in the main research published in the proceedings of the International Association for Research on Textbooks and Educational Media (IARTEM), in articles published in scientific journals, and in research developed in theses and dissertations that address the theme of textbook authorship. (3) Developing the profile of authors who write Natural Science textbooks for grades 1 to 5 from the 2016, 2019, and 2023 PNLDs. (4) Interview authors in the field, with the aim of relating the process of professional teaching identity to autonomy in the context of textbook authorship. And finally, (5) Development of the educational product. The results were intended to seek proactive elements for the construction and development of an elective course - “Training of textbook authors: from PNLD to the editorial stages” for undergraduate courses. The analysis of the data revealed that textbook authorship is rarely addressed in teacher training, and is treated in a nonsystematic way. Many undergraduate courses are not encouraging future graduates to recognize this field as a legitimate professional possibility. This gap in the curricula contrasts with the relevance of authorship for teaching and for the mediation of knowledge. Integrating this practice into undergraduate courses broadens the identity by recognizing teachers as producers of knowledge. Authorship strengthens teaching autonomy by requiring theoretical and methodological choices and critical positions. Therefore, we propose the creation of specific training spaces, such as elective courses on authorship. These courses should articulate editorial theory and practice, public policies such as the PNLD, and debates on teaching professionalism. Such a proposal contributes to a more critical, pluralistic, and committed training in democratic and transformative education.