Sentidos E Significados Da Condição Do Negro Nos Livros Didáticos De História: Um Estudo Com Estudantes Do Ensino Médio

• Ano de defesa: 2017
• Autor(a) principal: Santos, Julia Antas Dos [UNIFESP]
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• dARK ID: ark:/48912/0013000027pxt
• Idioma: por
• Instituição de defesa: Universidade Federal de São Paulo (UNIFESP)
• Palavras-chave em Português: Continued Teacher Formation; English Teachers Formation; The State Of São Paulo's Educational Structure; Digital Information Technologies; Digital Learning Objects; Livro-Didático; Relações Étnico-Raciais; Sentidos; Significados; Teoria Histórico-Cultural
• Link de acesso: https://sucupira.capes.gov.br/sucupira/public/consultas/coleta/trabalhoConclusao/viewTrabalhoConclusao.jsf?popup=true&id_trabalho=5072887; http://repositorio.unifesp.br/handle/11600/50247

The law 10.639/03 begans the obligation the teaching of african culture, as well, the afro-brazilian culture in the curriculum of brazilians schools, this law also has a huge relevance in the knowledge and appreciation of the African culture legacy for the new generation. In this perspective, the current Master’s project aims to investigate about the construction of sense and meanings about the function of the History textbooks and the Black representation in the History textbooks proposed to the high school students, as well as, the role of these learning objects in the teaching- learning process. The research will be qualitative, based on the dialectical historical Materialism references, as the historical- cultural theory based on Vygostsky. The data collection was made in two schools of the North zone of São Paulo, one is a private school, and other one is a public. Fifty-nine students participated in the study from the second year of high school. We used an experiment from which the students produced essays about the researched topic. Preliminary data from the study showed that students from both institutions attribute similar meanings to the use of history textbooks, despite the different structural conditions of the participating schools, as well as the same sense and meanings about the representation of the black population in textbooks.