Detalhes bibliográficos
| Ano de defesa: |
2022 |
| Autor(a) principal: |
Fernandes, Gabriel Dias
 |
| Orientador(a): |
Capel, Heloísa Selma Fernandes
|
| Banca de defesa: |
Capel, Heloísa Selma Fernandes,
Carvalho, Alessandra,
Magalhães, Sônia Maria de |
| Tipo de documento: |
Dissertação
|
| Tipo de acesso: |
Acesso aberto |
| Idioma: |
por |
| Instituição de defesa: |
Universidade Federal de Goiás
|
| Programa de Pós-Graduação: |
Programa de Pós-graduação em Ensino de História(FH)
|
| Departamento: |
Faculdade de História - FH (RG)
|
| País: |
Brasil
|
| Palavras-chave em Português: |
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| Palavras-chave em Inglês: |
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| Área do conhecimento CNPq: |
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| Link de acesso: |
http://repositorio.bc.ufg.br/tede/handle/tede/12312
|
Resumo: |
The dissertation has as its object the analysis of school narratives about the military dictatorship in History textbooks for elementary school, specifically for the 9th grade. The three collections with the highest adoption among those approved by the Programa Nacional do Livro Didático e do Material Didático (PNLD) of 2020 for the 2020-2024 quadrennium were analyzed: História, Sociedade & Cidadania (2018), Projeto Araribá – História (2018) and Vontade de Saber - História (2018). It seeks to understand the approach of the military dictatorship from four categories: nomenclatures, antecedents of the coup, relations between State and human rights and transition. It was intended to understand whether the theme is addressed in line with current historiographical debates, which encompass the memory and history of the present time, from a political scenario that strengthened relativist and negationist biases. The methodology adopted was the narrative analysis of textbooks, under the light of the elected categories, as well as the relationships with the Base Nacional Comum Curricular (BNCC) and the PNLD. It was understood that the fabric of a school narrative is endowed with complexity and meets multiple interests, where even if there are no serious distortions, textbooks can establish broader debates on the subject. Thus, a Didactic Notebook is presented to evaluate the theme "military dictatorship" in textbooks, contemplating the dimensions of memory, understanding of the theme from conceptual discussions and suggestions for approaches to sensitive themes in history classes. |
