Representações da história da áfrica e cultura afro-brasileira nos livros didáticos de história adotados na rede municipal de Delmiro Gouveia (AL)

Abstract

This research focuses on the analysis of the representations of the History of Africa and Afro-Brazilian Culture in History textbooks adopted in the municipal network of Delmiro Gouveia, in the upper hinterland of Alagoas, in the year 2023. We think of the textbook as a complex school cultural product , around which revolve various interests of different agents who participate in its production and consumption (Bittencourt,2008). We consider educational normative documents that also interfere in the preparation of manuals such as BNCC and PCNs, such as the PNLD itself. The concept of representation is understood as a place for struggles to legitimize the social and cultural practices of different groups. We want to know which textual and semiotic representations are manufactured about Africa and Afro-Brazilian culture (Chatier 1988) in the books analyzed. To do this, we analyzed the discourses that appear about certain black racial groups and that produce meanings about the history of Africa and its descendants that we notice in many textbooks (Orlandi 2012). This research intends to contribute with relevant data to guide restructuring of teaching and learning by basic education professionals and municipal management regarding the purchase of didactic works, since textbooks act in the process of continued formation of knowledge. We defend the thesis that History textbooks should bring positive representations about black people in African and Brazilian History through narratives that make them active subjects in the construction of these territories, generating an appreciation of black identities, and why not say, in the construction of being black in the high backlands of Alagoas.