Representatividade do negro no livro didático do ensino médio do município de Humaitá-Amazonas

Abstract

The present dissertation aims to analyze the representation of black people in the high school history textbook, since Law 11,645 of 2008 governs the mandatory teaching of African history and culture in the school curriculum, however, addressing black cultural diversity is essential. It is necessary to verify how the Negro is inserted in the didactic content, since there are numerous stereotypes of discrimination linked to the figure of the Negro in Brazilian society throughout history, from the slavery that took place in Brazil that ended 1888 with the Lei Áurea. Thus, our object of study is divided into the analysis of two textbook collections, the collection História Global: Brasil e Geral (single volume - 8th edition) in the PNLEM (2009, 2010, 2011) and the collection PNLD 2018, 2019 and 2020 Book: #Contato História, in which we will make a comparison in terms of representation of Black people, using the qualitative approach and documentary research as a methodology, after that, we use Moscovici's Theory of Social Representation as a theoretical methodology in the discussion of the objects found in the analysis. It is concluded that textbooks have a significant role in the learning and construction of the student's identity, therefore, showing the importance of the Black both in the process of formation of the country, as in contemporary times, becomes necessarily valid to deconstruct the image of the Black attached only to the role of slave.