As mulheres negras nos livros didáticos de História: estereótipos e/ou invisibilidade?

Abstract

The present work problematizes the concepts of ethnic and gender identities in the didactic book of history, seeking to understand and discuss how to include the ethnic-racial and gender themes in the didactic history book. In the more specific context, we will present and reflect how black women are represented in the textbooks of history, adopted by the Municipal School of Primary Education Maria Lúcia de Albuquerque, located in Sítio Batista, Aroeiras-PB. As a specific objective we will reflect how the black woman is represented in the historiographical scope, to point out how these have been demonstrated in the textbook of history after Law 10.639 / 2003 and to recognize the importance of a multicultural curriculum focused on education and diversity. The methodology is based on analyzing how the didactic book brings the representation of the woman in the thematic division of the chapters / units, in the way in which the activities related to the texts (oral and written) are proposed, and also in the illustrations and images. The didactic material that served as a tool for this research is the history book, used daily by teachers and students, thus becoming a material already known and analyzed by educators who have continuous contact with it. The book Mosaic Project by Cláudio Vicentino and José Bruno Vicentino of the 8th year of Elementary School Final Years. In terms of the theoretical-methodological and historiographic foundation, we have used and dialogued with Nilma Gomes, a black woman, Circe Bittencourt, textbook, Clara Araújo, the concept of gender, Roger Chartier, the concept of representation, conception of curriculum from Tomaz Tadeu and Alfredo Veiga.