Construções de identidades de gênero, raça e classe em livros didáticos de História do Ensino Médio.

Abstract

In this research an investigation was conducted in a collection of textbooks of the High School History discipline, with the purpose of analyzing in what ways gender, race and class are represented in the texts, in the figures, through the presented contents. To perform this analysis, a theoretical construction was used that encompasses aspects of different theories that complement each other, that way the analyzes were performed in a best way. The concept of intersectionality was used as a tool for understanding and analyzing the theories of gender, race and class. Elements of decolonial theories have also been incorporated into the analysis because they integrate and provide a more complete view of the themes. The analyzes sought to understand how these three categories are constructed and how they appear in the textbooks cited. It has been found that although textbook authors want to be more inclusive about gender, race and class, in many situations they end up putting these aspects in the background in ancillary texts, which gives an impression that such themes are less important issues within the larger historical processes. It was concluded that major reflections on the production of teaching materials will still be necessary to produce more inclusive materials that combat the reproduction of stereotypes.