Submitted by Jorge Silva (jorgelmsilva@ufrrj.br) on 2017-10-25T17:08:07Z No. of bitstreams: 1 2016 - Marcello Gomes de Assun??o.pdf: 4564307 bytes, checksum: 37bea74d074bfeb76e1b01781289f1c5 (MD5) / Made available in DSpace on 2017-10-25T17:08:07Z (GMT). No. of bitstreams: 1 2016 - Marcello Gomes de Assun??o.pdf: 4564307 bytes, checksum: 37bea74d074bfeb76e1b01781289f1c5 (MD5) Previous issue date: 2016-10-31 / CAPES / The present study aims at the elaboration of critical parameters for the production and evaluation of History textbooks for elementary school which accurately meet the Law 10.639/2003, enlarged with Law 11.645/2008, in the specificity of the obligation of teaching the following subjects to all levels of the Brazilian educational system: African and native-African history, the struggle of black people in Brazil, the Brazilian black culture and the role of black people in the formation of the national society. . In order to reach the objectives planned, we have carried out a study about the parameters proposed for the teaching of History of Africa and African-Brazilian people in accordance with the current Legislation that is desired to be taught in schools. We discuss how this teaching proposal comes from the demands and pressure by social actions, highlighting the black people action which had a project that aimed at including, in the Brazilian education, curriculum proposals that inserted black people as History agent. The study was carried out from a comparative analysis of History didactics collections of books approved by the National Program of Textbooks (PNLD), one approved in the notice of 2003 - year of the issuing of Law - 10.639 and another approved for the triennium 2014 ? 2016. The collections chosen are by Alfredo Boulos Junior, History: society and citizenship; by FTD publishing company. For the analysis of the collections we follow the concept of textual materiality approaching the textbooks as in inter-textual complex which create the language used in this material considering aspects and elements of the production process of these works and final result present in texts, imagistic representations, proposed activities, internet links, information boxes, suggestion of books etc. In our analysis, we have noticed that still there is propagation of views about black people that do not corroborate with the combat of racism and the stereotypes present in common sense about black people and about the African continent. In this perspective, we stand that the teaching of African and AfricanBrazilian people history and culture shall foster the creation of a critical/genetic type of historical awareness from a history-based learning which allows the construction of the narrative competence by part of the students, enabling them to give meaning to the past and allowing practical orientation to present and future life. / A presente pesquisa tem como objetivo a elabora??o de par?metros cr?ticos para produ??o e avalia??o de livros did?ticos de Hist?ria do ensino fundamental que atendam de forma eficaz os ditames da Lei 10.639/2003, ampliada com a Lei 11.645/2008, na especificidade da obriga??o do ensino em todos os n?veis da educa??o brasileira da Hist?ria da ?frica e dos Africanos, a luta dos negros no Brasil, a cultura negra brasileira e o negro na forma??o da sociedade nacional. ? nosso objetivo que a an?lise e a proposi??o de par?metros avaliativos considerem o desenvolvimento do pensamento hist?rico de crian?as e jovens em favor da constru??o da consci?ncia hist?rica cr?tico/gen?tica, segundo os aportes te?ricos e metodol?gicos da Did?tica da Hist?ria. Para alcan?armos os objetivos tra?ados, fizemos um estudo sobre os par?metros propostos para o ensino de Hist?ria da ?frica e dos afro-brasileiros segundo a legisla??o vigente e que almejam ser aplicados nas escolas. Discutimos como essa proposta de ensino resulta das demandas e press?es exercidas pelos movimentos sociais, com destaque para o Movimento Negro que tinha um projeto que buscava incluir na educa??o brasileira propostas curriculares que inserissem o negro como agente da Hist?ria. Fizemos uma an?lise comparativa de cole??es did?ticas de Hist?ria aprovadas pelo PNLD, uma aprovada no edital do ano de 2003 ? ano da edi??o da Lei 10.639 - e outra aprovada para o tri?nio de 2014 a 2016. As cole??es escolhidas s?o de Alfredo Boulos Junior, Hist?ria: sociedade e cidadania; da editora FTD. Para an?lise das cole??es apoiamo-nos no conceito de materialidade textual abordando os livros did?ticos como complexo intertextual que forma a linguagem adotada nesse material, considerando aspectos e elementos do processo de produ??o das obras e do resultado final presente em textos, representa??es imag?ticas, atividades propostas, links de internet, boxes informativos, indica??o de livros etc. Verificamos que ainda s?o veiculadas vis?es sobre o negro que n?o corroboram com o combate ao racismo e os estere?tipos presentes no senso comum sobre o continente africano e sobre o povo negro dentro e fora da ?frica. Nesta perspectiva, defendemos que o ensino de Hist?ria e cultura da ?frica e dos afro-brasileiros devem promover a constru??o de uma consci?ncia hist?rica do tipo cr?tico/gen?tico a partir de uma aprendizagem hist?rica que permita a constru??o da compet?ncia narrativa por parte dos alunos capacitando-os para dar sentido ao passado e permitindo uma orienta??o pr?tica na vida presente e futura.