Os lugares de mulheres negras em materiais didáticos de história da Secretaria da Educação do Estado de São Paulo
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Data
2017-04-13
Autores
Françoso, Fernanda Gomes [UNESP]
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
A presente pesquisa de caráter documental e bibliográfico, analisa de forma qualitativa as representações raciais e de gênero associadas às imagens das mulheres negras no contexto histórico da escravidão no Brasil apresentadas em materiais e livros didáticos do componente curricular de História. Tais imagens foram analisadas em articulação com os textos explicativos e atividades dos materiais, onde buscamos as convergências e divergências entre as propostas de abordagem da história das mulheres negras, presentes em estudos sobre o tema, especialmente naqueles relacionados ao ensino de História. Os materiais didáticos de História utilizados nas escolas estaduais paulistas são distribuídos pela Secretaria da Educação do Estado de São Paulo, que disponibiliza aos/as docentes e estudantes os “Cadernos do Professor e do Aluno”, desde o ano de 2008. Os livros didáticos de História são oferecidos às escolas públicas, a cada três anos, através do Programa Nacional do Livro Didático (PNLD). O último ciclo trienal de escolha foi em 2014, com vigência até 2016. As duas coleções para História mais distribuídas no Brasil para o Ensino Fundamental II neste ciclo foram: História Sociedade e Cidadania. 2 ed. São Paulo: FTD, 2012, de Alfredo Boulus Júnior; e Projeto Araribá. 3 ed. São Paulo: Moderna, 2010, de Maria Raquel Apolinário. Esses materiais são responsáveis por veicular determinadas representações sobre grupos subalternizados e podem contribuir tanto para criar representações positivas como negativas sobre esses grupos; no último caso, seja mediante a omissão e a invisibilidade, seja por intermédio do trabalho com perspectivas distorcidas e enviesadas. Desse modo, nos pautamos nas orientações metodológicas da Análise de Conteúdo para a investigação dos materiais e adotamos como referencial teórico os Estudos Culturais no que se refere às teorias feministas e os estudos sobre raça para entretecer interpretações dos referidos materiais. Constatamos que nos “Cadernos do Professor e do Aluno”, nas raras vezes em que as mulheres negras são focalizadas, as imagens a representam em papéis subalternos e o tratamento didático caracteriza-se pela omissão das histórias sobre suas lutas e resistências; não localizamos no material analisado nenhum texto explicativo ou atividade para o desenvolvimento de problematizações relacionados a temática. Nos livros didáticos distribuídos pelo PNLD, algumas imagens estão em consonância com algumas propostas de abordagem da história das mulheres negras, ao tematizar a história sobre os/as afrodescendentes e sobre as mulheres. Alguns textos explicativos e atividades permitem compreender que nem todas as mulheres negras foram passivas e submissas ao processo de escravidão, participando em diversas ações de resistência, porém a discussão proposta é superficial e não apresenta um aprofundamento do tema. Entretanto, algumas propostas ainda permanecem com representações estereotipadas e reduzidas sobre este grupo social, ressaltando sua posição de vítimas e com aspectos relacionados à sexualidade. Alguns textos e imagens estão presentes na atividade apenas para a apresentação e ilustração do tema, sem um aproveitamento consistente desse material.
This bibliographical and documental research analyses with a qualitative approach, racial and gender representations associated with the images of black women in the historical context of slavery in Brazil presented in textbooks and didactic materials of History's curricular component. Such images were analysed in articulation with explanatory texts and activities of this materials, where we have searched for the convergences and divergences between the proposals of approach of black women's history, present in studies on this topic, especially those related to the teaching of History. History teaching materials used in the state schools of São Paulo are distributed by the State Department of Education of São Paulo, which provides teachers and students with the "Teacher and Student Notebooks" since 2008. The textbooks of History are offered to public schools every three years through the National Textbook Program (known as PNLD). The last three-year cycle of choice was in 2014, in effect until 2016. The two History collections most distributed in Brazil for Elementary School II in this cycle were: History, Society and Citizenship. 2 ed. São Paulo: FTD, 2012, by Alfredo Boulus Júnior; and Araribá Project. 3 ed. São Paulo: Modern, 2010, by Maria Raquel Apolinário. These materials are responsible for disseminate certain representations about subaltern groups and can contribute to create both positive or negative representations about these groups; In the latter case, either through omission and invisibility, or through working with distorted and biased perspectives. Therefore, we guided ourselves in the methodological guidelines of the Content Analysis for the analyses of materials, adopting as theoretical background the Cultural Studies in relation to the feminist theories and the studies on race to intertwine the interpretations of mentioned materials. We have noted that at the "Teacher and Student Notebooks" on the rare occasions when black women are focused, the images represent them in subaltern roles, and the didactic treatment is characterized by the omission of stories regarding their struggles and resistances; we did not locate in the material analysed any explanatory text or activity for the development of problematizations related to this thematic. In the textbooks distributed by the PNLD, some images are in harmony with some approach proposals of black women history, thematising the history about afro descendants and about women. Some explanatory texts and activities make it possible to better understand that not all black women were passive and submissive to the slavery process, participating at several resistance actions, however the proposed discussion is superficial and does not present a deepening of the theme. Nonetheless, some proposals remain with stereotyped and reduced representations about this social group, highlighting their position of victims and using aspects related to sexuality. Some texts and images are shown in the activity only for the thematic presentation and illustration, without a consistent use of this material.
This bibliographical and documental research analyses with a qualitative approach, racial and gender representations associated with the images of black women in the historical context of slavery in Brazil presented in textbooks and didactic materials of History's curricular component. Such images were analysed in articulation with explanatory texts and activities of this materials, where we have searched for the convergences and divergences between the proposals of approach of black women's history, present in studies on this topic, especially those related to the teaching of History. History teaching materials used in the state schools of São Paulo are distributed by the State Department of Education of São Paulo, which provides teachers and students with the "Teacher and Student Notebooks" since 2008. The textbooks of History are offered to public schools every three years through the National Textbook Program (known as PNLD). The last three-year cycle of choice was in 2014, in effect until 2016. The two History collections most distributed in Brazil for Elementary School II in this cycle were: History, Society and Citizenship. 2 ed. São Paulo: FTD, 2012, by Alfredo Boulus Júnior; and Araribá Project. 3 ed. São Paulo: Modern, 2010, by Maria Raquel Apolinário. These materials are responsible for disseminate certain representations about subaltern groups and can contribute to create both positive or negative representations about these groups; In the latter case, either through omission and invisibility, or through working with distorted and biased perspectives. Therefore, we guided ourselves in the methodological guidelines of the Content Analysis for the analyses of materials, adopting as theoretical background the Cultural Studies in relation to the feminist theories and the studies on race to intertwine the interpretations of mentioned materials. We have noted that at the "Teacher and Student Notebooks" on the rare occasions when black women are focused, the images represent them in subaltern roles, and the didactic treatment is characterized by the omission of stories regarding their struggles and resistances; we did not locate in the material analysed any explanatory text or activity for the development of problematizations related to this thematic. In the textbooks distributed by the PNLD, some images are in harmony with some approach proposals of black women history, thematising the history about afro descendants and about women. Some explanatory texts and activities make it possible to better understand that not all black women were passive and submissive to the slavery process, participating at several resistance actions, however the proposed discussion is superficial and does not present a deepening of the theme. Nonetheless, some proposals remain with stereotyped and reduced representations about this social group, highlighting their position of victims and using aspects related to sexuality. Some texts and images are shown in the activity only for the thematic presentation and illustration, without a consistent use of this material.
Descrição
Palavras-chave
Mulheres negras, Materiais didáticos de História, Representação