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Editors and authors of compendia and reading books (1810-1910)

This article presents considerations about the issue of the authorship of schoolbooks. The role of the authors of a schoolbook has been a controversial topic due to its ambiguity with respect to their rights and legal accountability. A schoolbook can offer substantial financial return to editors and authors, and such situation implies more complex and tense connections. Under this perspective, the article seeks to draw a profile of the first authors of Brazilian schoolbooks, from 1810 to 1910, with the purpose of characterizing the process through which different agents intervened in such production. The particular features of the production of a schoolbook as a text subjected to curricula, dependent on the approval of official educational bodies, and the commercialization and circulation conditions are indicated to show who were the authors that accepted those impositions. The article also presents the demands placed on the elaboration of schoolbooks by the changes in the books' target public. Initially prepared for teachers, the schoolbook gradually becomes a book for the pupil. Along this process, the pedagogical framework and the target public begin to demand greater care with language and with the constitution of new "didactic genres" directed at the elementary level. The profile of the author of a schoolbook changes, as does his/her autonomy, accentuating the relations between editor and author.

Schoolbook; Authorship; Publishers; Author- function

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