A ordem do discurso da imagem visual no livro didático de história do ensino médio na rede estadual da Paraíba

• Ano de defesa: 2020
• Autor(a) principal: Pugliesi, Eduardo Jorges
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal da Paraíba; Brasil; Educação; Programa de Pós-Graduação em Educação; UFPB
• Palavras-chave em Português: Imagem visual; Livro didático de história; Discurso; Ensino Médio; Visual image; History textbook; Speech; High school; CNPQ::CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: https://repositorio.ufpb.br/jspui/handle/123456789/20805

This is a research of an analytical-archaeological nature, situated within the scope of qualitative investigations, based on the theoretical-methodological approach of Archaelogical Discourse Analysis (AAD), by Michel Fou-cault (2015), which guided the execution of the research in three stages, namely: the mapping, which represents the moment of the survey of the sources and the collection of information on the constituent elements of the theme: analysis, in wich the researcher looks at the archaelogical terrain of the investigation, in order to analyze the sour-ces, find the findings and examine the object-statement; and the description, phase in which the findings found are explained and communicated (ALCANTARA; CARLOS, 2013). The investigation undertaken on the object of the research, the order of the discursive that regulates the arrangement of visual images in the LD of history of the state network of PB, found three enunciative series: the historical-cultural one, characterized by means of a bundle of relations social events to their respective times, places and contexts; ideopolitics, defined by the specificity of relationships that articulate visual images to the theme of government power, exercised by certain groups, seg-ments or social classes in certain societies or political situations, and by antagonismo, opposition and confrontation between the parties involved; and didactic-pedagogical, which constitutes the function of relating, selecting and organizing the visual signifiers most appropriate to the teaching and learning of high school subjects. The research concluded, that the discursive formations found function as enunciative principles that regulate the disposition of the presence and use of visual images in history teaching textbooks, investigated in the PB state network.