期刊名称：Papeles de Trabajo sobre Cultura, Educación y Desarrollo Humano
印刷版ISSN：1699-437X
出版年度：2010
卷号：6
期号：1
出版社：Departamento Interfacultativo de Psicología Evolutiva y de la Educación, Universidad Autónoma de Madrid
摘要：This ethnographic study is about the case of a Mexican primary school whose main reference for developing their classes is the Official Textbook, distributed by the government to all the students in the country. It analyzed the process of meaning construction by which teacher and students transform the curricular content of the textbook, in order to show how they produce local school science. For the analysis we incorporated several theoretical and methodological contributions of a multimodal perspective (Kress et al; 2001; Kress et al; 2005). From this perspective, on one hand, the textbook is considered as a multimodal complex of signs that has potential meanings related with the natural science and, on the other hand, teacher and students are viewed as active meaning producers. It is showed that although the classes are developed as the textbook suggests, teacher and students involve diverse resources of communication and representation (semiotic modes) for making particular meanings and constructing a local version of school science.
