Loading...
Publication
Ensino de história e cultura Afro-Brasileira nos anos iniciais do Ensino Básico: uma análise dos manuais escolares na rede municipal de Maceió entre 2013 e 2022
| Name: | Description: | Size: | Format: | |
|---|---|---|---|---|
| 988.79 KB | Adobe PDF |
Authors
Advisor(s)
Abstract(s)
Embora seja inegável o legado dos africanos na formação da sociedade brasileira, a
História da África e cultura africana sempre ocuparam uma posição de pouca visibilidade
nas disciplinas de História nos anos iniciais do Ensino Fundamental. Sendo assim, a Lei
Federal n.º 10.639, de 9 de janeiro de 2003, tornou obrigatório o ensino de História e
cultura afro-brasileira nas escolas públicas e particulares da rede de ensino brasileira.
Dessa forma, houve a mudança principalmente nos currículos e nos manuais escolares de
História. Neste sentido, esta investigação tem como objetivo geral analisar os conteúdos
sobre a História e cultura afro-brasileira nos manuais escolares de História, dos 4.º e 5.º
anos dos anos iniciais do Ensino Fundamental, utilizados nas escolas públicas municipais
de Maceió. Esses manuais fizeram parte do Programa Nacional do Livro Didático
(PNLD) nos anos de 2013 e 2022. A investigação é de natureza qualitativa, realizada por
meio da pesquisa documental, com a utilização da técnica de análise de conteúdo, na qual
foram analisados quatro manuais escolares. Quanto as análises realizadas nesta
investigação, concluiu-se que, apesar da presença de conteúdos relacionados à História e
cultura afro-brasileira nos quatro manuais, definidos pela lei em questão, o tratamento
dado ao continente africano, às contribuições do negro à cultura afro-brasileira e à
resistência e lutas dos negros no processo de formação social e identitário do Brasil ainda
trazem narrativas superficiais. Sem dúvida, ainda há um caminho longo a percorrer no
que se refere a uma educação antirracista. Esta investigação contribui, assim, para um
olhar mais apurado em relação aos manuais escolares de História e aos conteúdos neles
veiculados.
Although the legacy of Africans in the formation of Brazilian society is undeniable, African History and African culture have always occupied a position of little visibility in History subjects in the early years of Elementary School. Therefore, Federal Law No. 10,639, of January 9, 2003, made the teaching of Afro-Brazilian History and culture mandatory in public and private schools in the Brazilian education network. In this way, there was a change mainly in the History curricula and school manuals. In this sense, this investigation has the general objective of analyzing the contents on History and Afro- Brazilian culture in History school textbooks, for the 4th and 5th years of the initial years of Elementary School, used in municipal public schools in Maceió. These manuals were part of the National Textbook Program (PNLD) in the years 2013 and 2022. The investigation is qualitative in nature, carried out through documentary research, using the content analysis technique, in which four manuals were analyzed schoolchildren. Regarding the analyzes carried out in this investigation, it was concluded that, despite the presence of content related to Afro-Brazilian History and culture in the four manuals, defined by the law in question, the treatment given to the African continent, to the contributions of black people to Afro-Brazilian culture Brazilian society and the resistance and struggles of black people in the process of social and identity formation in Brazil still bring superficial narratives. Without a doubt, there is still a long way to go when it comes to anti-racist education. This investigation thus contributes to a more indepth look at History school manuals and the content contained in them.
Although the legacy of Africans in the formation of Brazilian society is undeniable, African History and African culture have always occupied a position of little visibility in History subjects in the early years of Elementary School. Therefore, Federal Law No. 10,639, of January 9, 2003, made the teaching of Afro-Brazilian History and culture mandatory in public and private schools in the Brazilian education network. In this way, there was a change mainly in the History curricula and school manuals. In this sense, this investigation has the general objective of analyzing the contents on History and Afro- Brazilian culture in History school textbooks, for the 4th and 5th years of the initial years of Elementary School, used in municipal public schools in Maceió. These manuals were part of the National Textbook Program (PNLD) in the years 2013 and 2022. The investigation is qualitative in nature, carried out through documentary research, using the content analysis technique, in which four manuals were analyzed schoolchildren. Regarding the analyzes carried out in this investigation, it was concluded that, despite the presence of content related to Afro-Brazilian History and culture in the four manuals, defined by the law in question, the treatment given to the African continent, to the contributions of black people to Afro-Brazilian culture Brazilian society and the resistance and struggles of black people in the process of social and identity formation in Brazil still bring superficial narratives. Without a doubt, there is still a long way to go when it comes to anti-racist education. This investigation thus contributes to a more indepth look at History school manuals and the content contained in them.
Description
Keywords
Manuais escolares Lei nº. 10.239/2003 História da áfrica e cultura afrobrasileira.