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This article presents some possibilities related to History textbooks analysis, in a direction of a construction of a methodology outline that addresses together at the same time different sides of the History Education Disciplinary Code and  its application and the production situation of these cultural objects. In this way, in one hand, the purpose is to know how the textbooks are in the schooling and the printed culture, both that are modernity projects, sharing the book history trajectory, without forget the force field that gives to it sustentation in each context. Concomitantly the content analysis needs to pay attention to the specific aspects of History school teaching, these aspects that show the identity, language, affection, moral development, cognition and expectation horizons

Limites, escolhas e expectativas: horizontes metodológicos para análise dos livros didáticos de História