Construção e sentidos das narrativas escolares sobre a guerra do Paraguai: o caso dos livros didáticos adotados em Nazarezinho - PB na década de 2010.

Abstract

The War against Paraguay, as it is commonly known in Brazilian historiography, was an armed conflict fought in South America that involved the Triple Alliance composed of: Brazil, Argentina and Uruguay against the Republic of Paraguay between 1864 1870. This clash changed the political plots and social aspects of the participating countries. Since the end of the dispute, the discourse of the successful ones has found the most varied ways to ensure its reverberation, and one of them is school writing. Based on these theoretical assumptions, the present work seeks to identify the approach in which school knowledge about the Paraguayan War was constructed through historical narratives in the school. Fort this purpose, it was taken into account as sources of Textbooks acquired by three schools of the Basic Education network in the city of Nazarezinho, Paraíba, according to the distribution carried out by the National Book and Teaching Material Program (PNLD) between the years of 2010 to 2020, which were aimed at classes in the 8th and 2nd years of Elementary School, and final years and High School, respectively. The specific objectives of this research sought to contextualize the Paraguayan War subject, with the possession of didactic manuals as tools for the construction and reproduction of historical knowledge, once the students are in contact, in a daily basis, with this resource, making them in this process as main receptacles in the Teaching and Learning process. It was also discussed the challenges that teachers face in the school environment regularly with regard to the composition of didactic manuals. The methodology adopted here is part of a retrospective qualitative study directed to the documentary Corpus analyzed here, and with that, it is observed that according to identified didactic narratives, despite observing on some occasions new usages for the historical sources are still presented in a limited way in terms of its usages in the classroom, which reduces the assimilation and construction of knowledge about the Platine conflict, while it did not emphatically contribute to the formation of critical and participatory subjects.