Ethnic-racial analysis of images in biology textbooks
The present text is the result of a qualitative research. Human images are analyzed, especially of black and indigenous people, present in Biology textbooks published before and after the implementation of the National High School Textbook Program, in 2009, and the works included in the National Tex...
| Autores: | , , |
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2021 |
| País: | Brasil |
| Institución: | Universidade Nove de Julho (UNINOVE) |
| Repositorio: | Revista Dialogia (São Paulo. Online) |
| Idioma: | portugués |
| OAI Identifier: | oai:ojs.periodicos.uninove.br:article/20389 |
| Acceso en línea: | https://periodicos.uninove.br/dialogia/article/view/20389 |
| Access Level: | acceso abierto |
| Palabra clave: | diversity education multicultural education inclusion textbook diversidade educação ERER Inclusão livro didático |
| Sumario: | The present text is the result of a qualitative research. Human images are analyzed, especially of black and indigenous people, present in Biology textbooks published before and after the implementation of the National High School Textbook Program, in 2009, and the works included in the National Textbook Program, from 2018. Biology books uses several photographs and representations of human beings, whose sociocultural contexts matter for the maintenance or transformation of social reality. Given the predominance of the decontextualized representation of certain ethnic groups, caused by uncritical whiteness, this study aims to verify if the plural form of representation, regulated in public notices, is present in current textbooks. It is concluded that, although there has been a slight improvement in the last decade, the approach of textbooks distributed to public schools still minimizes the promotion of ethnic-racial equity. |
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