This article analyses science school knowledge expressed in Brazilian textbooks, focusing on the images of the seasons represented in fifteen Primary science textbooks. A great number of these textbooks illustrations are different to what can be observed in Southern hemisphere and even in different regions of Brazil. We argue that these problems occur due to non-critical importation of Northern Hemisphere illustrations of the pattern of the seasons. This importation has historical roots that go back to Brazilian schooling process. Considering the role played by textbooks in Brazilian education, this study has implications for teacher education not only in terms of the selection of school content and organisation, but also in relation to similar patterns of representation found in curriculum materials.
curriculum; science education; primary education; seasons; textbooks