Análise da ausência de componentes curriculares associados à história regional e local em livros didáticos utilizados em escolas públicas de Humaitá, Amazonas, Brasil

Abstract

This research in the scientific domain of school education analyzes the representation of regional and local history in the school curricula and textbooks of two public schools in Humaita, Amazonas, Brazil. Its main objective was to examine the absence of curricular components related to regional and local history in textbooks used in public schools in Amazonas, with a specific focus on Humaita, and to assess the possible impacts of this absence on the socio-historical-cultural awareness of basic education students in the region under study. The specific objectives were: (I) To identify the characterization of curriculum elements related to regional and local history present in textbooks used in two public schools in Humaita, Amazonas; (II) To document the representations and perspectives of teachers regarding the Local and Regional History curriculum in basic education schooling, especially in public schools in the research region; and (III) To contribute scientifically grounded information that favors critical reflection on the importance of accurate representation of the ancient local and regional history in the process of expanding students' natural, cultural, social, and cognitive capabilities and potentialities. The research methodology observed current ethical procedures, with a historical-cultural epistemological approach, triangulated with the meta-epistemology of contexts, according to Lara-Vargas (2023). For the collection of cross-sectional data, we turned to documentary, virtual, and field sources. The initial collection of documentary data involved the analysis of two didactic collections, "History, Society & Citizenship" and "Historiar," used in the target schools between 2020 and 2023. The following documents were also consulted: Law of Directives and Bases of National Education, National Common Curricular Base, National Curricular Guidelines for Basic Education, National Curricular Parameters, National Education Plan, and Amazonian Curricular Reference. The schools were chosen considering criteria of diversity and representativeness. Additionally, a questionnaire via Google Forms was answered by n=26 teachers, with questions that addressed sociodemographic, professional, and academic aspects, as well as educators' perceptions and experiences regarding local and regional history. Based on the data analysis, we identified the weakness of the presence of relevant content on local and regional history in the textbooks used in teaching in the studied region. This highlights the importance of an accurate representation of local and regional history in strengthening the students' own capabilities and potentialities, especially in a region like the Amazon, where the historical narrative is intrinsically linked to the relationship of indigenous peoples with the land and nature. This research seeks to contribute to inclusive, relevant, and enriching school education, also considering the natural rights of indigenous peoples over the geographical space inhabited for millennia, whose memory and history we understand to be important to be part of the curricular components of school education in the Amazonian context and Brazil.