This article consists of a study on the enunciation modes found in Teaching Handbooks for History teachers. Using as basis for the research the textbooks recommended by the 2008 National Textbook Program (PNLD-2008), the text examines the discursive configuration of that didactic resource. The enunciation modes in the Teaching Handbooks for History teachers are analyzed taking in consideration the genus of the text, the discursive intention of the authors and the teacher models; they are also analyzed as practices of representation of teaching and learning.
teaching of History; teaching handbooks; teacher practice