O Semiárido nordestino nos livros didáticos de geografia do 7º ano do ensino fundamental.

Abstract

The theme of this work is the Northeastern Semi-arid in geography textbooks of the 7th year of Elementary School. It is known that Brazil is a country of great cultural diversity, and each of its five regions has its own physical and social characteristics. Its main objective is to analyze whether when dealing with the Northeastern Semi-arid sub-region, geography textbooks used in the public school network present crystallized discourses of a delayed semi-arid, the drought-poverty relation as the main factor, images that strengthen this discourse of poverty and misery always attributed to this sub-region, denotation of a simplistic view on the subject, and if the textbooks address cultural diversity, considering the uniqueness it has. The analyzed collections were two, first, Projeto Apoema Geografia by MAGALHÃES, et al, 2015, and the second one, Vontade de saber Geografia by Neiva Camargo Torrezani (2015). The methodology used was the bibliographic research with surveys of studies on the Northeaster Semiarid in textbooks and drought discourse. It is possible to realize that in both collections the authors make it clear that the problems faced by the semiarid subregion are caused by the lack of public policies in relation to the drought problem. Also, the images arranged reveal an association of this region as synonymous with poverty, contradicting the region development discourse. And, finally, only the first collection brings a cultural approach to the Northeast.