Análise da história da África em livros didáticos em face do conceito de civilização no contexto de recepção da lei 10.639
This study is concerned with analysing the treatment in textbooks regarding the History of Africa in the context of reception of the Law 10.639 and the different demands tensioning that cultural production of the publishers. To do so, were chosen two collections of elementary school Saber e fazer Hi...
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| Formato: | tesis de maestría |
| Estado: | Versión publicada |
| Fecha de publicación: | 2015 |
| País: | Brasil |
| Recursos: | Universidade Federal de Minas Gerais (UFMG) |
| Repositorio: | Repositório Institucional da UFMG |
| Idioma: | portugués |
| OAI Identifier: | oai:repositorio.ufmg.br:1843/BUBD-A7VL79 |
| Acesso em linha: | http://hdl.handle.net/1843/BUBD-A7VL79 |
| Access Level: | acceso abierto |
| Palavra-chave: | Livros didáticos História da África Ensino de História Livros didáticos Avaliação Relações étnicas Educação Àfrica História Historia Estudo e ensino |
| Resumo: | This study is concerned with analysing the treatment in textbooks regarding the History of Africa in the context of reception of the Law 10.639 and the different demands tensioning that cultural production of the publishers. To do so, were chosen two collections of elementary school Saber e fazer História e História em document: imagem e texto with great longevity, appearing in the last five tabs of PNLD (2014, 2011, 2008, 2005 and 2002) providing the changes and stays in the narrative about Africa. These was examined in the light of some concepts that constitute the historical narratives, both from Africa and Europe, whether explicit or implicit, and were told by reflection on the historical time of Reinhart Koselleck. The concepts and the ways and contexts in which attend and are formulated are as present past to the extent that they incorporate the field of experiences historiographical changes and the present demands (social movements, for example) to the present. And those concepts also reveal a horizon of expectations, driving attitudes and thoughts. We tried to understand the concept in a wide temporal perspective to seize not only the meaning of the past when used in textbooks, but also its future potential in the construction of images and narratives about the history of Africa. The chosen methodology qualitative textual analysis led to the fragmentation of the concept of civilization in analytical categories created from theory and empirical analysis, coming up the following: customs, religious ideas, level of technology, forms of punishment, social arrangements, development of scientific knowledge. Nevertheless, other aspects were still observed, such as the notion of historical agency, the relationship with the territory (map analysis) and imperialism theories. Decorticating especially the chapters that discuss the imperialism, we observed a tripartite worlds vision the civilized Europe, Asia as another civilisation and the wild Africa that is in line with the analysis of authors like Boaventura de Sousa Santos, Edward Said, Stuart Hall, etc. The research demonstrated that, essentially, imperialism is just one chapter in European history, in which Africa is just a blank space on the map to be colored. |
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