Concepções de ditadura em livros didáticos de história: uma análise pela ótica da historiografia didática (1970-2020)

Abstract

This thesis has as its central proposal the study of the conceptions of dictatorship expressed in History textbooks produced between 1970 and 2020, seeking to understand the way in which the period has been represented in these materials since the heart of the civil-military dictatorship in Brazil (1964-1985) until the present time. By taking the didactic manual as a historical source, an instrument of relevance in daily Brazilian school life and a vector for the formation of historical thinking among teachers and students, it became necessary to investigate the way in which academically produced historical knowledge reverberates in such support, unveiling, thus, the theoretical-methodological nuances arising from the writing process and the factors that affect the selection of content, such as the educational policies in vogue in the context of writing and the role of the publishing market. To this end, ten didactic publications were used, from which the similarities, differences, changes and permanences in the treatment of concepts relating to the topic investigated were identified. Therefore, the research was supported, above all, by the theoretical assumptions of Michel de Certeau, Roger Chartier and Jörn Rüsen, in addition to the method of documentary analysis, under which the forms of characterization of the period, the narrative content, the concepts worked on, presences and absences, as well as the historiographical inclinations of the authors. Elements that, when considered, provided fundamental evidence about the historicity of the didactic representations of the Brazilian dictatorial regime and attested that the theoretical and methodical conceptions adopted in the collections under study are directly intertwined with the prominent historical determinations in each production context. In comparative terms, the results demonstrated that there was a significant growth in the approach to the topic, both from a quantitative and qualitative point of view, given that the most recent examples bring amplified and potentially reflective narratives when dealing with the period, filling in gaps observed in previous textbooks.