Entre a ausência e a representatividade: gênero e mulheres nos livros didáticos de história
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Data
2020-12-16
Autores
Souza, Mariane Pizarro de [UNESP]
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
As mulheres tiveram as suas histórias silenciadas pela historiografia oitocentista, que as considerava como indignas de serem estudadas; ademais, os historiadores daquele período somente utilizavam como fontes históricas os documentos escritos da Igreja e do Estado e, consequentemente, o passado dos indivíduos ditos “comuns” também fora negado. Em 1929, é fundada a Escola dos Annales, a qual renova a teoria e os métodos de se fazer História, alargando o rol de fontes historiográficas. Em 1960, com o advento do movimento feminista, os historiadores e, essencialmente, as historiadoras começaram a estudar o passado das mulheres, buscando compreender a histórica subalternização feminina. Essas pesquisas deram origem, nos anos de 1980, a uma nova categoria analítica, o gênero, o qual compreende que o feminino e masculino são construções socioculturais criadas no âmago das relações de poder, a partir do sexo biológico dos sujeitos. Atualmente, a História das mulheres e as relações de gênero são temáticas consagradas, na academia; entretanto, nos últimos anos, grupos conservadores têm acusado as escolas de estarem propagando uma suposta “ideologia de gênero”, ensinando sobre identidade de gênero e orientação sexual, o que estaria deturpando os valores da “família tradicional”. Apesar de, nos últimos meses de 2020, o STF ter barrado projetos de lei que visavam a proibir que temas sobre gênero fossem discutidos nas escolas, os conservadores conseguiram censurar os termos gênero e orientação sexual da PNE 2014 e da BNCC do Ensino Fundamental II e Ensino Médio. Com base nesse cenário, a presente pesquisa analisou 12 livros didáticos de História que foram escritos em função das orientações da BNCC, buscando estudar como os materiais abordavam a História das Mulheres e as questões de gênero. Com base nas análises, foi constatado que as mulheres e suas histórias ainda são marginalizadas nos livros, todavia, algumas obras apresentaram informações que possibilitam aos educandos refletirem sobre como o gênero é atravessado pelas questões de classe e étnico-raciais, e como os desígnios de gênero podem mudar de uma sociedade para a outra. Ao final desta pesquisa, foram produzidos dois materiais didáticos de apoio, um para o docente e outro para os educandos, contendo informações e atividades a respeito da História das mulheres egípcias, gregas e romanas, que podem ser utilizados em diferentes níveis e etapas de ensino.
Women had their histories silenced by 19th century historiography, which considered them unworthy to be studied, in addition, the historians of that period only used the written documents of the Church and the State as historical sources, and, consequently, the past of the so-called “common” individuals was also denied. In 1929, the School of Annales was founded, which renews the theory and methods of making history, expanding the list of historiographical sources. In 1960, with the advent of the feminist movement, historians, and essentially, female historians began to study the past of women, seeking to understand the historical female subordination. These researches gave rise, in the 1980s, to a new analytical category, the gender, which understands that the feminine and masculine are sociocultural constructions created at the heart of the power relations, through the biological sex of the subjects. Currently, the history of women and gender relations are themes consecrated in academia, however, in recent years, conservative groups have accused schools of propagating a supposed “gender ideology”, teaching about gender identity and sexual orientation, and that this would be disturbing the values of the “traditional family”. Despite the fact that, in the last months of 2020, the STF barred bills that aimed to prohibit gender issues from being discussed in schools, conservatives managed to censor the terms gender and sexual orientation of the PNE 2014 and the BNCCs of Ensino Fundamental II and High School . Based on this scenario, the present research analyzed 12 history textbooks that were written based on the guidelines of the BNCC, seeking to study how the materials approached the history of women and gender issues. Through the analyzes, it was found that women and their stories are still marginalized in books, however, some textbooks presented information that allows students to reflect on how gender is crossed by racial class and ethnic issues, and how gender designs can change from one society to another. At the end of this research, two didactic support materials were produced, one for the teacher and another for the students, containing information about the History of Egyptian, Greek and Roman women, which can be used at different levels and stages of education.
Women had their histories silenced by 19th century historiography, which considered them unworthy to be studied, in addition, the historians of that period only used the written documents of the Church and the State as historical sources, and, consequently, the past of the so-called “common” individuals was also denied. In 1929, the School of Annales was founded, which renews the theory and methods of making history, expanding the list of historiographical sources. In 1960, with the advent of the feminist movement, historians, and essentially, female historians began to study the past of women, seeking to understand the historical female subordination. These researches gave rise, in the 1980s, to a new analytical category, the gender, which understands that the feminine and masculine are sociocultural constructions created at the heart of the power relations, through the biological sex of the subjects. Currently, the history of women and gender relations are themes consecrated in academia, however, in recent years, conservative groups have accused schools of propagating a supposed “gender ideology”, teaching about gender identity and sexual orientation, and that this would be disturbing the values of the “traditional family”. Despite the fact that, in the last months of 2020, the STF barred bills that aimed to prohibit gender issues from being discussed in schools, conservatives managed to censor the terms gender and sexual orientation of the PNE 2014 and the BNCCs of Ensino Fundamental II and High School . Based on this scenario, the present research analyzed 12 history textbooks that were written based on the guidelines of the BNCC, seeking to study how the materials approached the history of women and gender issues. Through the analyzes, it was found that women and their stories are still marginalized in books, however, some textbooks presented information that allows students to reflect on how gender is crossed by racial class and ethnic issues, and how gender designs can change from one society to another. At the end of this research, two didactic support materials were produced, one for the teacher and another for the students, containing information about the History of Egyptian, Greek and Roman women, which can be used at different levels and stages of education.
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Palavras-chave
História, Mulheres, Livros didático, History, Women, Textbooks