Livros didáticos de história: disputas pelas mémórias da ditadura militar
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Data
2022-02-23
Autores
Basilio, Cleiton Aparecido
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
Levando em consideração que atualmente os manuais didáticos se constituem ainda na principal ferramenta de apoio do aluno em sala de aula, surge o interesse pelo desenvolvimento dessa pesquisa frente as nossas práticas educacionais orientadas pelos livros didáticos, especialmente pela abordagem da ditadura militar no ensino de História. Atualmente existe uma imensa variedade de livros didáticos que integram o PNLD (Programa Nacional do Livro Didático) e que são ofertados pelo mercado editorial às escolas públicas de todo território nacional. Neste sentido, alguns livros trazem, em sua essência, um saber sistematizado, cronológico e factual sobre os mais variados temas e situações que, por sua vez oscilam em suas narrativas, podendo privilegiar alguns temas e silenciar outros. Sendo assim, percebe-se que os livros didáticos não compõem um corpo homogêneo, tendo muitas vezes no próprio conteúdo temas e assuntos carregados de ideologias em virtude da variedade de ideias e interpretações contraditórias. A presente pesquisa tem como objetivo analisar e interpretar como os conteúdos referentes a ditadura militar brasileira são apresentados nos livros didáticos do ensino fundamental anos finais, no ano de 2021, nas escolas públicas. Focou-se se nos conteúdos referentes ao período entre 1964 e 1985. Na fundamentação teórica foram utilizados os autores: Bittencourt, Munakata e Cassiano. A partir da análise, constatamos que ainda prevalece nos livros didáticos atuais grandes destaques nos acontecimentos cronológicos e factuais evidenciando que alguns setores e traumas do período permanecem pouco explorados.
Taking into account that currently textbooks are still the main support tool for students in the classroom, there is an interest in developing this research in light of our educational practices guided by textbooks, especially by the approach of the military dictatorship in teaching history. Currently there is an immense variety of textbooks that integrate the PNLD (National Textbook Program) and that are offered by the publishing market to public schools throughout the country. In this sense, some books bring, in essence, a systematized, chronological and factual knowledge about the most varied themes and situations that, in turn, oscillate in their narratives, which may privilege some themes and silence others. Thus, it is clear that textbooks do not form a homogeneous body, often having themes and subjects laden with ideologies in their content due to the variety of contradictory ideas and interpretations. The present research aims to analyze and interpret how the contents referring to the Brazilian military dictatorship are presented in textbooks for elementary school final years, in the year 2021, in public schools. It focused on the contents referring to the period between 1964 and 1985. The authors: Bittencourt, Munakata, and Cassiano. Were used in the theoretical foundation. Based on the analysis, we find that current textbooks still have great highlights in chronological and factual events, showing that some sectors and traumas of the period remain little explored.
Taking into account that currently textbooks are still the main support tool for students in the classroom, there is an interest in developing this research in light of our educational practices guided by textbooks, especially by the approach of the military dictatorship in teaching history. Currently there is an immense variety of textbooks that integrate the PNLD (National Textbook Program) and that are offered by the publishing market to public schools throughout the country. In this sense, some books bring, in essence, a systematized, chronological and factual knowledge about the most varied themes and situations that, in turn, oscillate in their narratives, which may privilege some themes and silence others. Thus, it is clear that textbooks do not form a homogeneous body, often having themes and subjects laden with ideologies in their content due to the variety of contradictory ideas and interpretations. The present research aims to analyze and interpret how the contents referring to the Brazilian military dictatorship are presented in textbooks for elementary school final years, in the year 2021, in public schools. It focused on the contents referring to the period between 1964 and 1985. The authors: Bittencourt, Munakata, and Cassiano. Were used in the theoretical foundation. Based on the analysis, we find that current textbooks still have great highlights in chronological and factual events, showing that some sectors and traumas of the period remain little explored.
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Palavras-chave
Ditadura militar. Ensino de História. Livros didáticos, Ditadura militar, Ensino de História, Livros didáticos, Military dictatorship, History teaching, Didatic books