O processo de elaboração do Livro Didático de História na escola pública: uma análise no município de Itaipulândia (PR) (2010– 2020)

• Autor(a) principal: Lutke, Janete Liane Boehm
• Data de Publicação: 2021
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações do UNIOESTE
• Texto Completo: http://tede.unioeste.br/handle/tede/5643
• topic: Escola pública; Ensino de História; Livro Didático; Pedagogia Histórico-Crítica; Itaipulândia; Public School; History Teaching; Textbook; Critical-Historical Pedagogy; Itaipulândia; Sociedade e Educação

The object of this dissertation is the History Textbook (DL) for the first years of basic education. It was based on the following problem: what is the specificity of the Textbook for History teaching used in the initial years of the Elementary School in the public school system of the city of Itaipulândia (PR)? The research is based on documentary and bibliographic analysis, and its objective is to analyze the historical process of elaboration and use of the textbook for history teaching in the municipality, in its specificity, in the time frame from 2010 to 2020. Of qualitative nature, this study revisits the historical process of the path taken by the Textbook, its genesis, verifies the social, economic and political dimensions in Brazil, observing the paths of History as a school subject and, finally, analyzes the process of production and use of the Textbook of History for the initial series of Elementary School in Itaipulândia (PR). It is verified that the act of producing the textbook comes from the collective effort and the commitment of the educators of the public teaching network in implementing a theoretical perspective as a subsidy to the teaching work, namely, Critical-Historical Pedagogy (PHC). The teaching of History has a social and human importance, being organized in a systematic and careful way in the book prepared in the aforementioned municipality. Its specificity is in the perspective of minimally meeting the assumption of a textbook as the carrier of scientific knowledge as a patrimony of humanity, aiming at the instrumentalization of the student so that he can know the social reality in order to transform it. We conclude that, as educators, the more we appropriate the knowledge and culture historically produced by humanity, the better able we are to forge a school for human emancipation.