História para quê? Uma análise da influência dos livros didáticos de história, nos anos iniciais do Ensino Fundamental, para a formação cidadã

Abstract

In schools the most used books are the textbooks. They are interesting pedagogical tools for teaching, but should be thought of, also, as a result of a series of ideologies and guiding principles of social organization to which the authors are submitted. In this perspective the present study aims to analyze the intentions of the history textbook of elementary school, initial years, punctuating factors such as teaching methodology, teacher training and construction of historical thinking. For the construction of the data we analyzed the issuances of PNLD and their guides, detaining ourselves in six reviews of the collections Learning Together History from SM Publishers, Brasiliana History from IBEP Publisher, Small Explorers History from Positivo Publisher and in the collection Manacá History, from Positivo Publisher, first edition, 2014. Based on studies from Oliveira (2003), Choppin (2004), Pastro and Contiero (2002), Saviani (2007), Aranha (1989) and on the PCNs (1998). Investigations show that both the reviews and the collection seek to contemplate the PNLD requirements. Such guidelines work in the perspective of forming, by the contemplated contents, critical citizens, aware of the historical processes and responsible for the formation of the national territory, as well as of the contribution of different peoples for diversity. Thus, contemporaneously we found significant conceptual and methodological changes present in the history textbooks.