What we may learn on indigenous peoples in the printed notes of history/secondary school within the Teaching System Ser
Autor(a) principal: | |
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Data de Publicação: | 2014 |
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Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Teoria e Prática da Educação (Online) |
Texto Completo: | https://periodicos.uem.br/ojs/index.php/TeorPratEduc/article/view/24370 |
Resumo: | The expansion of school textbooks in Brazil and the production of new items for schools trigger the need for a critical analysis of information, images and contents contained within. Current essay discusses representations of indigenous peoples within the teaching system SER published and commercialized by the Abril publishing house for secondary school teachers of History. In spite of overt changes in the texts, contrastingly to the old didactic handbooks, the historical narrative is still highly Eurocentric. On the one hand, semantic and stereotyped simplifications are perceived when cultures and life styles of indigenes are provided. This is coupled with a naturalization of the subordinate social level of the indigenes and their cultures with regard to the European life style. On the other hand, publications underscore episodes that mark indigenous resistance and their current struggle for ancestral land recovery and the conquest of specific rights. |
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Teoria e Prática da Educação (Online) |
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What we may learn on indigenous peoples in the printed notes of history/secondary school within the Teaching System SerO que podemos aprender sobre os povos indígenas em apostilas de história/ensino médio do Sistema de Ensino SerTextbooksSecondary schoolingTeachers of HistoryIndigenous people.Materiais didáticosEnsino MédioProfessores de HistóriaPovos IndígenasThe expansion of school textbooks in Brazil and the production of new items for schools trigger the need for a critical analysis of information, images and contents contained within. Current essay discusses representations of indigenous peoples within the teaching system SER published and commercialized by the Abril publishing house for secondary school teachers of History. In spite of overt changes in the texts, contrastingly to the old didactic handbooks, the historical narrative is still highly Eurocentric. On the one hand, semantic and stereotyped simplifications are perceived when cultures and life styles of indigenes are provided. This is coupled with a naturalization of the subordinate social level of the indigenes and their cultures with regard to the European life style. On the other hand, publications underscore episodes that mark indigenous resistance and their current struggle for ancestral land recovery and the conquest of specific rights. A expansão do mercado editorial de materiais didáticos, no Brasil, e o surgimento de novos produtos destinados à escola reforçam a necessidade de uma análise crítica das informações, imagens e conteúdos apresentados em tais artefatos. O presente artigo discute algumas representações de povos indígenas constituídas em apostilas do sistema de ensino SER, produzidas e comercializadas pelo Grupo Abril e endereçadas aos professores de História do Ensino Médio. Na análise, observou-se que, apesar das visíveis mudanças na roupagem das apostilas – quando comparado ao tradicional livro didático –, a narrativa histórica mantém-se alicerçada em uma periodização eurocêntrica. Por um lado, são verificadas simplificações semânticas e estereótipos, ao abordar as culturas e formas de viver indígenas e a naturalização de um lugar social subordinado para estes povos e suas culturas, em relação ao modo de ser europeu. Por outro lado, no texto das apostilas, destacam-se pontualmente episódios que evidenciam a resistência indígena, como também algumas formas atuais de luta pela garantia das terras e pela conquista de direitos específicos. Universidade Estadual de Maringá2014-07-09info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://periodicos.uem.br/ojs/index.php/TeorPratEduc/article/view/2437010.4025/tpe.v16i2.24370Teoria e Prática da Educação; v. 16 n. 2 (2013); 105-1152237-87071415-837Xreponame:Teoria e Prática da Educação (Online)instname:Universidade Estadual de Maringá (UEM)instacron:UEMporhttps://periodicos.uem.br/ojs/index.php/TeorPratEduc/article/view/24370/13256Bonin, Iara TatianaGomes, João Carlos Amilibiainfo:eu-repo/semantics/openAccess2018-11-30T11:31:28Zoai:periodicos.uem.br/ojs:article/24370Revistahttps://periodicos.uem.br/ojs/index.php/TeorPratEducPUBhttps://periodicos.uem.br/ojs/index.php/TeorPratEduc/oaiteoriaepraticadaeducacao@gmail.com || teoriaepraticadaeducacao@gmail.com2237-87071415-837xopendoar:2023-01-12T10:59:27.058238Teoria e Prática da Educação (Online) - Universidade Estadual de Maringá (UEM)true |
dc.title.none.fl_str_mv |
What we may learn on indigenous peoples in the printed notes of history/secondary school within the Teaching System Ser O que podemos aprender sobre os povos indígenas em apostilas de história/ensino médio do Sistema de Ensino Ser |
title |
What we may learn on indigenous peoples in the printed notes of history/secondary school within the Teaching System Ser |
spellingShingle |
What we may learn on indigenous peoples in the printed notes of history/secondary school within the Teaching System Ser Bonin, Iara Tatiana Textbooks Secondary schooling Teachers of History Indigenous people. Materiais didáticos Ensino Médio Professores de História Povos Indígenas |
title_short |
What we may learn on indigenous peoples in the printed notes of history/secondary school within the Teaching System Ser |
title_full |
What we may learn on indigenous peoples in the printed notes of history/secondary school within the Teaching System Ser |
title_fullStr |
What we may learn on indigenous peoples in the printed notes of history/secondary school within the Teaching System Ser |
title_full_unstemmed |
What we may learn on indigenous peoples in the printed notes of history/secondary school within the Teaching System Ser |
title_sort |
What we may learn on indigenous peoples in the printed notes of history/secondary school within the Teaching System Ser |
author |
Bonin, Iara Tatiana |
author_facet |
Bonin, Iara Tatiana Gomes, João Carlos Amilibia |
author_role |
author |
author2 |
Gomes, João Carlos Amilibia |
author2_role |
author |
dc.contributor.author.fl_str_mv |
Bonin, Iara Tatiana Gomes, João Carlos Amilibia |
dc.subject.por.fl_str_mv |
Textbooks Secondary schooling Teachers of History Indigenous people. Materiais didáticos Ensino Médio Professores de História Povos Indígenas |
topic |
Textbooks Secondary schooling Teachers of History Indigenous people. Materiais didáticos Ensino Médio Professores de História Povos Indígenas |
description |
The expansion of school textbooks in Brazil and the production of new items for schools trigger the need for a critical analysis of information, images and contents contained within. Current essay discusses representations of indigenous peoples within the teaching system SER published and commercialized by the Abril publishing house for secondary school teachers of History. In spite of overt changes in the texts, contrastingly to the old didactic handbooks, the historical narrative is still highly Eurocentric. On the one hand, semantic and stereotyped simplifications are perceived when cultures and life styles of indigenes are provided. This is coupled with a naturalization of the subordinate social level of the indigenes and their cultures with regard to the European life style. On the other hand, publications underscore episodes that mark indigenous resistance and their current struggle for ancestral land recovery and the conquest of specific rights. |
publishDate |
2014 |
dc.date.none.fl_str_mv |
2014-07-09 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://periodicos.uem.br/ojs/index.php/TeorPratEduc/article/view/24370 10.4025/tpe.v16i2.24370 |
url |
https://periodicos.uem.br/ojs/index.php/TeorPratEduc/article/view/24370 |
identifier_str_mv |
10.4025/tpe.v16i2.24370 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://periodicos.uem.br/ojs/index.php/TeorPratEduc/article/view/24370/13256 |
dc.rights.driver.fl_str_mv |
info:eu-repo/semantics/openAccess |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Universidade Estadual de Maringá |
publisher.none.fl_str_mv |
Universidade Estadual de Maringá |
dc.source.none.fl_str_mv |
Teoria e Prática da Educação; v. 16 n. 2 (2013); 105-115 2237-8707 1415-837X reponame:Teoria e Prática da Educação (Online) instname:Universidade Estadual de Maringá (UEM) instacron:UEM |
instname_str |
Universidade Estadual de Maringá (UEM) |
instacron_str |
UEM |
institution |
UEM |
reponame_str |
Teoria e Prática da Educação (Online) |
collection |
Teoria e Prática da Educação (Online) |
repository.name.fl_str_mv |
Teoria e Prática da Educação (Online) - Universidade Estadual de Maringá (UEM) |
repository.mail.fl_str_mv |
teoriaepraticadaeducacao@gmail.com || teoriaepraticadaeducacao@gmail.com |
_version_ |
1792207156595916800 |