HISTÓRIA E CULTURA AFRO-BRASILEIRA E AFRICANA NOS LIVROS DIDÁTICOS DE HISTÓRIA INDICADOS PELO PROGRAMA NACIONAL DO LIVRO DIDÁTICO PNLD-2013.

Abstract

This study sets out to investigate how the theme History and Afro-Brazilian and African Culture is discussed in the History textbooks indicated by the National Textbook Program - PNLD-2013. These books were intended for the use of federal, state, municipal and district network teachers over the triennium 2013-2015. The study was based on the principles of bibliographical and documentary research. Law 10.639-2003, the Report of the National Education Council (CNE-CP 003-2004), the National Curriculum Guidelines for Education in Ethnic-Racial Relations and for the Teaching of History and Afro-Brazilian and African Culture drawn up by Resolution CNE-CP No. 1-2004, and the Implementation Plan for these Guidelines were all analyzed. Dialogue was established between these documents, the text of the review of textbooks indicated by the National Textbook Program, referring to the subject of History, and the thematic content of History and Afro-Brazilian and African Culture. The research analyzed eleven collections, and a regional textbook for the State of Goiás. It was found that all the collections analyzed and the regional textbookdealt with slavery in Colonial and Imperial Brazil. This content is presented in the form of texts and activities usually accompanied by the classic images of slavery - classical iconography. It was found that the discussion of these images in the textbooks analyzed deals with the content of the scene represented, but neglects the context which produced it: the view of the European traveler, between the sixteenth and nineteenth centuries, which records the differences and confirms the supremacy of the white European identity. As a result, it was considered that, although the content of Law 10.639-2003 is addressed in the textbooks analyzed, the recurrence of such images without the historicity of the context of their production, limits the possibilities for a critical reading of representations on blacks in the period in question. Thus the objectives set out in the Report, which is the basis for the National Curriculum Guidelines for Education in Ethnic-Racial Relations and for the Teaching of Afro- Brazilian and African Culture, aimed at combating racism and racial prejudice, are not met.