Contextualization and technologies in the Biology and Chemistry textbooks
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AbstractWe analyze Biology and Chemistry school textbooks to understand how conceptions of contextualization and technologies are overtaken and hybridized. We consider that textbooks produce meanings (senses and signifieds) in curricular policies. These are cultural productions that were hybridized and recontextualized according to Basil Bernstein and Stephen Ball. We argue that the focus on contextualization and technologies expressed in those textbooks are hybridized from several influences and they do not represent a consensus about those conceptions.
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