This work pertains to both the school book and reading. In its initial chapters, it analyzes historically, anthropologically, and sociologically the act of reading and the dominant reading practices of each era (such as, for example, that of oral or silent reading), and examines the unique value that books and reading enjoy in the West, following the invention of printing.
In the subsequent chapters, it analyzes how students approach the texts of school books and learn their content, while addressing all the parameters related to the students' relationship with these books, as well as what they understand and learn from them.
Additionally, after referencing the history of the use of school textbooks, it explains how significant their role is within the framework of our educational system and the dominant teaching methodology in schools.
However, the relationship between the school book and the student is mediated by the teacher. Thus, to study the relationship of students with the content of school textbooks thoroughly, we must focus not only on the discourse of the school book but also on the teaching discourse of the educator, since in our school system, the latter’s discourse is always connected to the former’s.
Therefore, the innovation of this work lies in that it approaches the discourse of school books, not only concerning themselves but also regarding the discourse of those who teach them.
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