Abstract:

This work is part of a larger investigation, which addresses, from different angles, the ways in which the school interprets and publishing discourse (re)constructs the speeches of the official curriculum prescription. This time, guided by the objective of characterizing school materials in Argentina during the last decade (2005-2015) and retaking previous work (Tosi 2012, 2013, 2014 and 2015), we focus on new editorial, investigate the scenario set to since the enactment of the National Education Act 2006 and the progressive modification of the role of the State regarding editing tasks, assistance, regulation and control of teaching materials, among others.

Based on that schoolbooks respond to historically recognizable models as well as the education level that are used in the following first expose some progress in our research to delineate adequate contextualization topic (Tosi 2012 and 2013). In view of this, we present the secondary textbook as genre, then realize the implementation of two hegemonic editorial policies (De Diego, 2014): the consolidation of the educational canon (1960-1982) and pedagogical commodification (since 1983), responding to socio-political context and different educational models. Later, we approach the new editorial context of the last decade, drawing on the analysis of catalogs, books, websites and interviews with publishers of school library materials.

Keywords:

Educative Policy, Transformations, Textbooks, State, Publishing Market.