O pós-abolição em coleções didáticas de história dos anos finais do ensino fundamental – PNLD/2017: compreender para intervir por meio da construção de um caderno pedagógico

Abstract

This research objectified to understand the Post-Abolition approaches in three didactic collections destined to Elementary Education - Final Years approved in PNLD / 2017, for later production of didactic alternatives for Teaching History. The selected collections correspond to approximately 59% of the materials distributed to public schools that adhere to the National Textbook Program. For that, we list three specific objectives: to identify content about Post-Abolition, based on when and how they appear; to analyze the predominant approaches by means of a classification in which we will observe the historiographic perspectives and the absences and to construct a didactic notebook, directed to the Elementary School, that takes three themes to the classroom. On the investigative path, we proceeded by documentary research, in a qualitative approach, however the quantifiable aspect was not neglected. In addition, we have verified official documents that include the teaching guidelines and the texts constructed in the process of the arrival of educational material in the classroom. For the analysis of textbooks, we used the content analysis method, which consists of treating the information from a specific script, starting with the pre-analysis. Then, we started exploring the material and concluded with the treatment of the results and interpretations. In the analysis process, we highlight two concepts for understanding the problem: textbook and Post-Abolition. The analysis revealed the permanence of stereotypes about Post-Abolition approaches on topics such as Immediate Post-Abolition and Chibata Revolt and the immersion of content located in resistance actions is guided by the denial of presence and restriction. Thus, we propose the construction of Pedagogical Notebook I: Post-Abolition in the Teaching of History: themes, approaches and didactic constructions as a form of intervention.