Abordagem dos processos de independência: descolonização do Brasil e São Tomé e Príncipe em livros didáticos de história do ensino médio

Abstract

The process of independence has been subject to multiple interpretations, consensus exists only in independence vision as a moment of political domination of breaking exerted by the metropolis and the birth of nation states. This work it is a bibliographical and documentary research. It aims to investigate approach to independence processes in textbooks high school history adopted in public schools in Brazil and Sao Tome & Principe. It discusses how the narrative discourse on independence processes in the textbooks of history is built, and its influence on the formation of the student, would be creating or re-creating an image which already exists and how it reflects on student learning as a social subject. The study is based on theoretical Cultural History, taking as categories of analysis the concept of "representation" and "ownership”, Roger Chartier (1990 ) considering that ownership is aimed to identify the representations that are made reception of any cultural object , in this case the history textbook . The research allowed to verify that the textbook used in the first cycle Sao Tome is a cut/adaptation of a Portuguese edition. And the Brazilian textbook refers to the process of independence in Africa, generally and homogenizing way, without addressing specific and a consequence version of World War II. Both are still marked by a Eurocentric view.