Livro Didático, Ensino de História e formação identitária nos anos iniciais do Ensino Fundamental brasileiro
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Data
2020-07-02
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Universidade Estadual Paulista (Unesp)
Resumo
A presente pesquisa pretende compreender a formação identitária nos anos iniciais do Ensino Fundamental. Para tanto, toma como fonte de estudos quatro coleções de livros didáticos dos anos iniciais do Ensino Fundamental, aprovadas no edital do PNLD em 2016. A opção por esse segmento de ensino se deve ao fato de, segundo os documentos oficiais, ser um dos eixos principais da formação da identidade dos alunos, com foco na formação cidadã. Atualmente, a questão identitária ganha muita força no debate público e nas ciências sociais, uma vez que diversos grupos sociais passaram a ganhar e reivindicar direitos e reconhecimento em meio ao cenário político, exigindo maior participação e representatividade. O foco da pesquisa reside na análise das contribuições do livro didático como ferramenta didático-metodológica no processo de ensino-aprendizagem, avaliando especificamente a questão da representação da diversidade nos materiais relacionados a essa faixa etária. Essa determinação reside no reconhecimento de que a diversidade e a pluralidade têm papeis fundantes na formação e na consolidação das identidades individuais e coletivas. O estudo focar-se-á na análise de conteúdos apresentados e na forma editorial do livro didático para compreender, dentro da hierarquia editorial, como tais conteúdos são abarcados. A pesquisa, então, verifica em que medida os materiais permitem a identificação e a valorização das diversidades, de modo a fomentar entrelugares para o conhecimento histórico e para as identidades. Para efetuar tais objetivos, contaremos com as seguintes coleções: Aprender Juntos, da Editora SM; Porta Aberta, da Editora FTD; Juntos Nessa, da Editora Leya; e Manacá, da editora Positivo. Trata-se de verificar se a tentativa de homogeneização da cultura segue como orientação para o processo formativo das crianças ou se a pluralidade e a diversidade abrem espaço para que os alunos se identifiquem para si e para o grupo de modo a fomentar cidadãos críticos e identificados com a sociedade do século XXI.
This research aims to understand the identity formation in the early years of Elementary School. To this end, it takes as its source of studies four collections from the early years of Elementary Education, approved in the PNLD announcement in 2016. The option for this education segment is due to the fact that, according to official documents, it is one of the main axes of forming students' identity, with a focus on as education for citizen formation. Currently, the identity issue has gained a lot of strength in the public debate and in the Social Sciences, since several social groups have started to gain and claim rights and recognition in the midst of the political scenario, demanding greater participation and representation. The focus of this research resides on the analysis of the contributions of the textbook as a didactic-methodological tool in the teaching-learning process, specifically evaluating the issue of representing diversity in materials related to this age group. This determination resides in the recognition that diversity and plurality have fundamental roles in the formation and consolidation of individual and collective identities. The study will focus on the analysis not only of the contents presented, but also on an editorial analysis of the textbook, to understand within the editorial hierarchy how such contents are embraced, in order to verify whether they allow the identification and appreciation of the diversity of so as to foster interchange between knowledge and identities. To accomplish these goals, we will have the following collections: Aprender Juntos, by Editora SM; Porta Aberta, by Editora FTD, Juntos Nessa, by Editora Leya; and Manacá, from Positivo publisher. It is a question of verifying whether the attempt to homogenize culture continues as a guide for the children's educational process or whether plurality and diversity open space for students to identify themselves and the group in order to foster critical citizens and identified with the 21st century society.
This research aims to understand the identity formation in the early years of Elementary School. To this end, it takes as its source of studies four collections from the early years of Elementary Education, approved in the PNLD announcement in 2016. The option for this education segment is due to the fact that, according to official documents, it is one of the main axes of forming students' identity, with a focus on as education for citizen formation. Currently, the identity issue has gained a lot of strength in the public debate and in the Social Sciences, since several social groups have started to gain and claim rights and recognition in the midst of the political scenario, demanding greater participation and representation. The focus of this research resides on the analysis of the contributions of the textbook as a didactic-methodological tool in the teaching-learning process, specifically evaluating the issue of representing diversity in materials related to this age group. This determination resides in the recognition that diversity and plurality have fundamental roles in the formation and consolidation of individual and collective identities. The study will focus on the analysis not only of the contents presented, but also on an editorial analysis of the textbook, to understand within the editorial hierarchy how such contents are embraced, in order to verify whether they allow the identification and appreciation of the diversity of so as to foster interchange between knowledge and identities. To accomplish these goals, we will have the following collections: Aprender Juntos, by Editora SM; Porta Aberta, by Editora FTD, Juntos Nessa, by Editora Leya; and Manacá, from Positivo publisher. It is a question of verifying whether the attempt to homogenize culture continues as a guide for the children's educational process or whether plurality and diversity open space for students to identify themselves and the group in order to foster critical citizens and identified with the 21st century society.
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Ensino de História, Identidades, Diversidade, Pluralidade, Livros didáticos, history teaching, Schoolbooks, Identities, Diversity, Plurality