Representações de movimentos sociais contemporâneos em livros didáticos de História do ensino médio: um estudo dos Programas do Livro em Escolas Públicas de Dourados (PNLEM/2008 e PNLD/2012)

Abstract

This dissertation uses as prioritized source of research eight didactic books of History for secondary school. These books were registered in the program that established guidelines for didactic books for 2008 and 2012. From these sources, the object of study was defined as a set of representations of contemporary social movements, which are associated with the current Brazilian time. The general objective was analyzing these representations to grasp their meanings. The specific objectives were contributing to the history of representations with a proposal of descriptive analysis; contributing to the field of history teaching at school by expressing conceptions that are authorized, preferred, isolated and excluded about the social movements. This research is relevant by understanding that in 2008 it was the first time that the Brazilian State acquired didactic books of History for secondary school, under a perspective that focuses on the trajectory of Brazilian educational policies. To acquire them, assessments were carried out, conducted by specialized committees, set by specific calls from the Program of Books, which is linked to the Ministry of Education. There is evidence about how the social representations are reproduced as products from agents that articulate their own interests in relation to the teaching of History and social movements. These interests relate to each other due to the relationships between citizenship, the Brazilian laws and the need for profit inherent of the market rationale. The social movements, on their side, are forces that form identities and that maintain or transform the social structure. Therefore, there is the emergence of a question to identify which conception was generated and consumed for the social movements in this context for the teaching of History at schools. Finally, the results point to the way through which the teaching of History have enabled the construction of meaning about citizenship.