Charlie Hebdo: consciência histórica sobre intolerância religiosa de estudantes da cidade de Goiânia

• Autor(a) principal: Teixeira, Enelice Milhomem Jacobina
• Data de Publicação: 2018
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Repositório Institucional da UFG
• dARK ID: ark:/38995/0013000004zd3
• Texto Completo: http://repositorio.bc.ufg.br/tede/handle/tede/8707
• topic: Intolerância religiosa; Semanário Charlie Hebdo; Consciência histórica; Educação histórica; Religious intolerance; Weekly Charlie Hebdo; Historical consciousness; Historical education; CIENCIAS HUMANAS::HISTORIA

Research on religious intolerance, following the attack on Charlie Hebdo Weekly in January 2015 in Paris, France, provocative event of narratives on the subject. We carry out research with the students of a school (Elementary School), of the Municipal Department of Education in Goiânia. The problem referred to religious intolerance, discussed in the history lessons of CICLO III, group "G" (7th Year), in 2015, following the groupings "H" and "I" (8th and 9th years), until 2017. The investigative tools were elaborated with inquiries based on journalistic and scientific texts about the attack on the weekly Charlie Hebdo. The students hypothetically wondered what they would choose if they were in the bombing: being a terrorist or a cartoonist, justifying their options. After observing the students' narratives, we relate them to religious intolerance. We analyze the narratives of the students about the attack, using as theoretical contribution the historical education. Subsequently, we used texts, cartoons and other sources on religious intolerance, attacks, immigration, xenophobia, Islam, interculturalism, among others. After the interventions based on these texts, we applied the research instruments for the second time, in order to verify the possible changes in the reconstructed narratives of the students, with observation and changes in their historical awareness. We identified in the narratives in the second intervention that there was little progress in relation to religious tolerance and respect for freedom of expression of religious and non-religious. We then developed a third intervention, using, however, other investigative tools that questioned why Charlie Hebdo's cartoons were offensive to the Islamic religion and asked for an explanation of what religious intolerance is today. After answering these last requests, we noticed changes, since some students demonstrated a change in the historical consciousness presenting critical temporal orientation.