Negros e indígenas nos livros didáticos : das lutas à obrigatoriedade : um estudo sobre o material do Sistema Positivo de Ensino

• Ano de defesa: 2015
• Autor(a) principal: Porfirio, Welington Ernane
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Mato Grosso; Brasil; Instituto de Ciências Humanas e Sociais (ICHS); UFMT CUC - Cuiabá; Programa de Pós-Graduação em História
• Palavras-chave em Português: Livros didáticos; Ensino de história; Negros; Índios; CNPQ::CIENCIAS HUMANAS::HISTORIA; Didatic books; History teaching; Black; Indians
• Link de acesso: http://ri.ufmt.br/handle/1/786

This paper analyzes the textbook Teaching Positive System, regarding the application of the law 11.645 / 2008. Seeks to understand the changes and / or stays of concepts and explanations about the theme of the representation of Africa, Afro Brazilians and Indians, in the textbooks of the discipline of History of Secondary School. Approaches to this, the curriculum in Brazilian schools, the choice of contents History of Brazil, which are worked in the school environment and how been affected changes in laws. Emphasizes the speech, in the 1930s, of miscegenation as a major factor for the construction of the identity of the Brazilian people. Discusses the path of reform and educational plans of the second Vargas government to the Brazilian political democratization of the 1990s also presents the social movements of black and indigenous people, their struggles and achievements in the political and social context. The research was embodying it through different sources: articles, theses, dissertations, textbooks and federal education programs. Gradually, in the dialogue with sources was shaping up this work in order to contribute to building a more critical eye and wide about the proposed theme.