Ensino de história e os estudos decoloniais: a representação das mulheres negras nos livros didáticos de história (PNLD 2020 - 7º. ano)

Abstract

The present research aims to study textbooks seeking to understand the historical subjects of black women, who are qualified in the contents of history teaching in the elementary years. We consider this approach significant, from the perspective of women's history and an approach to writing history in a nuance that dialogues with decolonial thinking, that is, the investigation seeks to understand, identify, map and analyze, what are the representations about women are constructed in these teaching materials, and based on which historical biases. To this end, we selected textbooks for the 7th year of elementary school, approved by the PNLD from 2020-2023, as we understand that there is an urgency to resolve some issues regarding the historical representations found/absent in this material. It is also important to highlight that at this time it is possible to make thematic cuts relating to the history of colonial Brazil, which directly involve black people. The approaches found in most of the books are presented from the perspective of the European colonizer. The representations of dissident bodies, such as black and indigenous peoples, are approached as a backdrop, to a large extent, in places of subalternity and in an objectified way. With this, we understand that it is necessary to understand the paradigms of single history, validate other historical facts that highlight the historical narratives of/about black people, giving greater prominence to the history of black women. To carry out the proposed research, we started with the documentary analysis of the 7th grade history books. year, based on a methodology that provides for the exam from cover to cover, in dialogue with the regulations that establish school content.