Longe de Deus e dos livros didáticos: o ensino de história da América Hispânica no século XIX no ensino médio através da análise de textos e imagens nos manuais didáticos do PNLD (2018)

Abstract

This dissertation aims to discuss how the didactic collections of the PNLD 2018 High School History subject deal with themes related to the history of Hispanic America, particularly in the first century after independence. Firstly, we will draw a broad overview of the presence of Amerindian peoples, before and after the Spanish invasion at the end of the 15th century, traditionally called “discovery of America”, an expression that holds a strong coloniality. This openness to the Amerindians is due to the strong textual and iconographic presence of these people in the current History textbooks. Were texts and images from teaching collections examined in specific chapters of the collections, aiming to understand how the concepts of Spanish or Hispanic America, Iberian America, Indo-America or the almost omnipresent category of Latin America are used, and for what purposes? How are national histories summarized? Or the regional stories? How are interregional conflicts handled? Does the concept of Latin America, currently in common use in teaching manuals, as will be demonstrated, have historicity? Or is it naturalized through retroactive use, as Jacques Soustelle did on a map entitled “Latin America in the 18th century”? In this dissertation, in chapter 1, I discuss how academic historiography and selected didactic historiography discuss concepts related to the cultural and political identity of these new nations. In chapter 2 I seek to specifically understand how the textbooks examined deal with the themes of the birth and subsequent evolution of the hispanic world in the Americas. In chapter 3, I seek to identify a transitional framework for the affirmation of new standards of visual representation of the American people in History textbooks. I conclude by the presence of substantive changes in the criteria of ethnic and social representation in the manuals examined. I also conclude by the absence of detailed narratives about the countless and very different Hispanic nations in these same manuals.