O ensino de História e as representações da África e dos negros nos livros didáticos do 8º ano: “Vontade de Saber História” da editora FTD e “Projeto Mosaico” da Scipione, de 2017 a 2019.

Abstract

The textbook is a resource used by teachers and students in order to facilitate learning. Many sometimes, the contents present in these materials are fruits of power and interest relations, resulting in the distortion of some subjects, such as the themes that address the african peoples. Therefore, despite numerous laws who seek to ensure the obligation of teaching multicultural and diverse, this does not occur in all its aspects. Black people are often presented only as enslaved in history books, thus, it is necessary to portray history and culture from the afro-descendants in their historical and cultural aspects, not being limited only to the aspect of slavery. Through this, this monographic work seeks to problematize like the 8th year textbook of the collection " Willing to Know History " by FTD publisher and the " Project Mosaic" of the Scipione publisher, addresses history and culture african and afro-descendants. Both books cited were valid for use in schools from 2017 to 2019. For our research, at first, we start from a perspective of verification of the curriculum and teaching of history, observing the power relations and interests that permeate this resource. In addition, we examined how the blacks were historically portrayed in the curricula of history of brazil and, finally, we analyze the two history textbook, listing how these address the african theme. The methodology used in this work consists of qualitative analysis and bibliographic. Our research dialogues with authors such as Arroyo (2011), Bittencourt (2008), Fonseca (1993), Gomes (2002), Moreira (2019), Silva (2011), Silva e Moreira (1995) and so many others who contributed to development of this work.