AUTHORSHIP AND AUTHORITY IN PNLD 2021 TEXTBOOKS FOR APPLIED HUMANITIES AND SOCIAL SCIENCES
ABSTRACT: This article examines the notions of authorship and authority in Applied Humanities and Social Sciences textbooks selected under the Programa Nacional do Livro Didático (PNLD, Brazilian National Textbook Program) 2021 cycle, drawing on data from the Fundo Nacional de Desenvolvimento da Educação (FNDE, National Fund for Education Development).The study is grounded in qualitative content analysis of documentary sources and engages with theoretical contributions by Michel Foucault (2001), Alain Choppin (2002; 2004), and Ralejo (2018), Ralejo and Monteiro (2020). We argue that authorship in textbooks constitutes a mediating practice, shaped by legal regulations, curricular guidelines, and publishing interests. The author thus emerges as a co-producer of a collective text, situated at the intersection of academic knowledge, educational policies, and social demands. In this sense, authorship is understood as situated, relational, and negotiated, embedded within a field of forces that structures the production of school knowledge in history.
KEYWORDS: History; History Education; Textbooks.
