O ensino de história e o período de redemocratização em uma perspectiva imagética

• Autor(a) principal: Medeiros, Risalva Ferreira Nunes de
• Data de Publicação: 2021
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Repositório Digital da Universidade Federal Rural do Semi-Árido (RDU)
• Texto Completo: https://repositorio.ufersa.edu.br/handle/prefix/6696
• topic: Ciências Humanas; Imagens; Democracia; Livros Didático; Human Sciences; Images; Democracy; Didatic books; CIENCIAS HUMANAS::EDUCACAO::ENSINO-APRENDIZAGEM

This dissertation problematizes how the Redemocratization of Brazil is approached imagery in the history textbooks. Textbook research is a complex study as it investigates all the dimensions that compose it, such as national programs and laws that involve its production, among others. Therefore, the study is a possibility to contribute to the field of Human and Social Sciences, through the investigation of the contents and the influence of the visual field for the realization of a dynamic, multiple learning, focused on the sensitivity and perception of the new fields of research. educational research. Consequently, it aims to equally identify the use and disuse of images as a source of teaching in the area of History. Then, it seeks to show how the PNLD 2018 suggests working didactically the use of images in the Teaching of History and, finally, makes an analytical description about the images of the period of Redemocratization in Brazil presented in three didactic collections, which participated in the National Program of the High School Textbook (PNLD / EM). Methodologically, this research takes place through the documentary analysis of the Call Notice for the process of registration and evaluation of didactic works for the PNLD 2018 High School, the Teacher's Manual and the selection of the imagery records that make up the referred collections. Regarding the analysis of images, it is centered on the categories of iconographic representations thought by Joly and Santaella. As a result, it is inferred that the images about the Period of Redemocratization present in history textbooks reinforce the written contents of the chapters, lacking teacher training for iconographic reading