Há protagonismo das mulheres nos livros didáticos de História? : análise de duas coleções para o ensino médio e propositura de um conjunto de oficinas

• Autor(a) principal: Albuquerque, Ana Carolina do Nascimento
• Data de Publicação: 2020
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Repositório Institucional da UFMT
• Texto Completo: http://ri.ufmt.br/handle/1/4669
• topic: Ensino de história; Livros didáticos; Ensino médio; Gênero; Interseccionalidade; CNPQ::CIENCIAS HUMANAS::HISTORIA; History teaching; Textbooks; High school; Gender; Intersectionality

This master's thesis aims to analyze the construction of gender based on the role of women in the History taught in Didactic Collections of the National Plan of Didactic Book / 2018. The choice of this theme is justified by the high rates of violence against women, such as naturalized hierarchies and gender inequality in society. The theoretical and methodological framework of gender is based mainly on the studies of Joan Scott, who explains this category of historical analysis as a social construction and as a way of giving meaning to power relations. Scott understands that the gender category used first to analyze the differences between the sexes, has been extended to the question of differences within difference. In this sense, Angela Davis' work has become essential to research, as it shows how much it is necessary to consider the intersectionality of race, class and gender. In this research, the history textbook is considered as a historical document, while understanding its importance as a physical object of commercial value. The guiding axis of the work is the analysis and reflection of gender relations through the role of women in history taught by textbooks, and on how these approaches are inserted in the context of gender inequality and violence in society.