A REPRESENTAÇÃO SOCIAL DE QUESTÕES ETNICO-RACIAIS EM LIVROS DIDÁTICOS DE HISTÓRIA

• Ano de defesa: 2016
• Autor(a) principal: KACZMAREK, MARÍLIA DALLA VECCKIA
• Orientador(a): Krause-Lemke, Cibele
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Estadual do Centro-Oeste
• Programa de Pós-Graduação: Programa de Pós-Graduação em Educação (Mestrado - Irati)
• Departamento: Unicentro::Departamento de Ciências Humanas, Letras e Artes; Unicentro::Departamento de Pedagogia
• País: Brasil
• Palavras-chave em Português: Teoria da Representação Social; Ensino de História; Livros Didáticos; Questões étnico-raciais
• Palavras-chave em Inglês: Social Representation theory; History Teaching; Didatic books; ethnic and racial issues
• Área do conhecimento CNPq: CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://tede.unicentro.br:8080/jspui/handle/jspui/854

The central point in this research is relate the form of How racial ethnic issues are represented In History books aproved by the National Programo of Didatic books – PNLD. Tries to understand how the legal regulations, social demands and academic research have influenced the representation of groups such as indigenous, African and African descentes and themes such as the occupation of Portuguese America, the enslavement of Africans, the interaction between portuguese and indigenous and the resistance to colonization in such didatic materials. It is noted that in the last decade, the academic production in the education field and, more specifically, in history teaching field have discussed and analyzed as some groups and problems about the same that until recently were stigmatized or excluded from didatic books teaching have been incorporated on them. The content analysis of the history didatic books used in in Brazilian elementary school made based on the Theory of Social Representation of Serge Moscovici, researchers in the area and the researchers of history education shows that ethnic and racial issues have been presented in different way from 30, 20 or 10 years ago but this difference was not yet able to deconstruct some ideas stigmatized about certain social groups and historical knowledge about them. therefore, this study set in discussion question these considerations, toward of known need for training of equal relations (including within and from school) and adequacy of didatic materials, resources and educational methodologies to social demands, programs and legal regulations.