ABSTRACT
This article reports a study aimed at investigating historical contexts of management of textbooks for teaching/learning languages in Brazil. We discuss how the history of this instrument is being drawn in order to understand which distributed roles, positions, privileges and exclusions promoted to the circulation and use of the teacher's working tool. We have the task of addressing historical aspects of the textbook, management policies and sending this material to Brazilian schools and the role and perspectives of the teacher in front of them. To mobilize these aspects, we emphasize that the policies governing the textbook, over the years, are permeated by authoritarian practices, regulatory, political, ideological, social and economic, that contribute to the weakening of teacher autonomy.
Keywords:
Language teachers; textbook; public policy.
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