<b>The quality criterial for textbook in France (1986-2013)
Abstract
This article explores the idea of ‘good textbook’ in France examining the evaluation criteria, produced by publishers, authors, educational advisers and national inspectors of education from 1986 to 2013. Through the analysis of legislative devices, inspection reports, the major news from media (Le Figaro, Le Monde Diplomatique e and Libération) and specialized literature, we conclude that the teaching skills are dominant in all initiatives of producing criteria for the evaluation of textbooks. Support/design and disciplinary knowledge are in second position, followed by concerns of linguistic of accessibility and transmission of values. The text also mentions the difficulties faced by French educational managers to reconcile the right to equality with the right to freedom in education.
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