Dyskurs podręcznikowy a dyskurs dziecięcy – odmienne postrzeganie rzeczywistości
Textbook discourse and children’s discourse – a different perception of reality

Summary/Abstract: Textbooks have become a source of assistance that settled for good into Polish education landscape,a measure without which many adults cannot imagine the school reality. At the same time, the lackof the comprehensive studies on education packs is noticeable. What is more, the voice of children inPoland is marginalized or completely ignored, as opposed to the Western countries. The perspectiveof the youngest participants of the education process, who are the direct recipients of the textbookoffer and are critical and thoughtful, is very rarely taken into account. Whereas their opinions maybe a source of very powerful changes in education.This article presents my own research results. The topic of undertaken study was the analysis ofthe most popular education packs for classes 1–3. The gathered data was enriched with third-gradestudents’ opinions about the tasks from the education packs and a description of their experiencesrelated to the usage of those textbooks in school.The study was conducted with a qualitative approach. As the study techniques, a documentaryanalysis and focus interviews (enriched with textbook tasks designed by children) were used. Asresulting from the study, the textbook discourse is not a children’s discourse. Authors of these textbookstend to forget about the real needs and capabilities of children. Students appeal for taking intoaccount their high potential and putting into the textbooks subjects and tasks fitted to their developmentlevel, allowing them to take creative and divergent actions.

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