The substantive concept of african slavery in Brazil: use and appropriations of textbook narratives by teacher and students

• Autor(a) principal: Gevaerd, Rosi Terezinha Ferrarini
• Data de Publicação: 2013
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Antíteses
• Texto Completo: https://ojs.uel.br/revistas/uel/index.php/antiteses/article/view/13340
• topic: History teaching; Historical education; Textbooks; Historical narratives; Substantive concept; Ensino de História; Educação Histórica; Manuais didáticos; Narrativas históricas; Conceito substantivo

Drawing on authors who have been discussing the History textbook issue, especially Jörn Rüsen (1997, 2010, 2012), I seek to present in this work some of the results of the research that is being developed in my postdoctoral studies within the Postgraduate Programme in Education from the Federal University of Parana, more specifically within the Center for Research in Educational Publications, under the supervision of Professor Tânia Maria Braga Garcia. The results here presented focus more specifically on the use and appropriations, by students and teacher, of the historical narratives present in the textbook regarding the substantive concept of african slavery in Brazil. The target audience in question involved primary education, seventh grade students (11 to 13 years of age) from a school belonging to the Municipal Education System of Curitiba. Some considerations can be pointed out, one of which is that the textbook has been used by the teacher in a way it becomes the “visible text of the disciplinary code of school History” (CUESTA FERNANDEZ, 1997, 1998), one of the ways to teach and learn History. As to the appropriations of the textbook narratives by the students, it can be stated that they were explicit in their narratives, inasmuch as the students incorporated to their texts the ideas present in the textbook after the didactic intervention.