Abstract

TRIGO-IBANEZ, Ester; SANCHEZ-ARJONA, Eva  and  SAIZ-PANTOJA, Roberto. Illustrated non-Fiction Books, Alternative to the Textbook: Desire or Reality?. Rev. colomb. educ. [online]. 2023, n.89, pp.409-434.  Epub Mar 11, 2024. ISSN 0120-3916.  https://doi.org/10.17227/rce.num89-17368.

In the educational field, there is a wide debate on the relevance of the textbooh as the main teaching material. Consequently, very diverse alternatives have been explored that seeh to improve the teaching-learning process. However, the limited place that the illustrated non-fiction booh has occupied in this debate places us in front of the need to analyze the role that this type of booh plays in relation to the textbooh. For this reason, a participatory ethnographic research has been carried out through semi-structured interviews with different individuals involved in an innovation experience based on the implementation of non-fiction illustrated boohs in the Elementary Education classrooms of an educational centre in Cadiz. The information obtained was processed using the qualitative analysis program nvivo-12, and it showed that the participants find more benefits in illustrated non-fiction boohs than in textboohs, positioning themselves in favour of using them as an alternative to improve the academic performance of the student. However, they perceive it as a utopian reality due to difficulties associated with the lach of training and economic resources. Finally, it is concluded that these boohs should be gradually introduced in educational institutions as a complement to textboohs to modify the professional culture under the support of institutional programs.

Keywords : illustrated non-fiction booh; textbooh; elementary education; teacher training; third educational space.

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