Beyond the contemporary discourses that
predict digitization in all spheres of social
life, beyond whether or not institutional
educational contexts promote the use of
school textbooks, beyond the demands of
families, beyond all that, the school textbooks
last in the classrooms by the hand
of the teachers. With a relevant role, many
times, school textbooks are like an invisible
thread that supports numerous
concerns of teachers. However, their invisibility
does not consist in the fact that
they are not seen but in the fact that their
importance in the organization of teaching
is not noticed. This article analyzes a
plurality of teaching practices of Social
Sciences at the primary level associated
with the use of textbooks through which
teachers not only recreate school knowledge,
but also generate diverse contexts of
classroom.
