Livro didático de geografia do ensino médio: relações étnico-raciais e a hierarquização social

Abstract

Discussions about ethnic-racial relations during the schooling process are fundamental for combating racial discrimination, especially in Geography Teaching. This qualitative approach dissertation is anchored in the following question: How are ethnic-racial relations being addressed in the High School Geography textbooks of the National Book and Teaching Material Program (PNLD), in three collections approved in the 2018 selection, adopted in schools in Alagoas, and how does this approach contribute to the understanding of social hierarchies, and to a better approach to ethnic-racial relations in Geography Teaching? In this sense, this research has as main objective to analyze how ethnic-racial relations are presented in the Geography textbooks of High School approved in the PNLD for the triennium from 2018 to 2020, with a view to discussing this theme in the Teaching of Geography. In addition to this first purpose, the research intends to discuss the concepts of ethnic-racial relations, social hierarchies and coloniality as fundamental concepts to understand the Brazilian social structure; historicize the PNLD as an important program for the analysis and distribution of books and teaching materials in Brazilian public education and for the Teaching of Geography; discuss ethnic-racial relations as a fundamental theme for socio-spatial analysis in Geography Teaching; analyze the approach to the concept of ethnic-racial relations and social hierarchy in the 2018 PNLD High School Geography textbooks, approved and selected in public schools in the state of Alagoas; identify the main languages presented and indicated in the collections to address content related to the concept of ethnic-racial relations and how these can help the teacher to discuss issues aimed at the hierarchy of the Brazilian population, enabling a Geography Teaching to combat the forms of manifestation of racism. The methodological procedures used in this research were anchored in the analysis of the following documents: the didactic collection - Geography, readings and interaction authored by Aloísio Goettems Arno and Antonio Luís Joia approved in the 2018 PNLD of High School (EM) for the 2018-2020 triennium, used in state schools in the state of Alagoas; of the didactic work Geografia das Redes, o mundo e seus Lugares, by Douglas Santos, a collection chosen and adopted also for the EM in the state of Alagoas, for the triennium from 2018 to 2020 and the work Geografia em Rede, by Edilson Adão and Laercio Furquim Jr, also from the PNLD 2018-2020, adopted in public schools in Alagoas. In addition to the analysis of these three collections, we used the National Curricular Common Base (BNCC) regarding issues relevant to the Geography component and the 2018 PNLD Geography Digital Guides, in addition to consulting the Brazilian Digital Library of Theses and Dissertations (BDTD) and we analyze some theses and dissertations that deal with the subject in question. The approaches presented in this dissertation are essential for the Teaching of Geography, given that the study of ethnic-racial relations is important for the development of geographic reasoning and socio-spatial thinking, as well as contributing to the continuing education of the Geography teacher, in addition to to enable future reflections and publications on the concepts of ethnic-racial relations and social hierarchy. Through the evaluation, it is inferred that the ethnic-racial theme is insufficiently addressed in the Geography textbooks of High School, despite the objective of promoting an education for diversity, in which African and Afro-Brazilian culture are taught as fundamental for the understanding and reading of the geographic space.