O ensino de história da ditadura militar: disputas de memória em tempos de negacionismo histórico

Abstract

In a context where history teachers and historians constantly face scrutiny regarding their profession, this research focuses on interviewing history teachers working in basic education in the State of Rio de Janeiro. The current political and social climate of denialism and frequent attacks on education cannot be ignored. The increasing denialism in the country stems from a democratic crisis that emerged after 2013, with democratic institutions being frequently questioned and anti-democratic rhetoric gaining traction. Within the field of Human Sciences, this crisis led to the creation of delegitimizing discourses, labeling historians, professors, journalists, and other professionals as "Marxist indoctrinators" and invalidating their work. Therefore, the primary objective of this research is to discuss the impact of historical denialism and the resulting democratic crisis on the teaching practices of basic education teachers, particularly in classes about the Military Dictatorship. The specific objectives include: providing a historical perspective on denialism and highlighting its current characteristics; discussing the consequences and influences of the Amnesty Law, reparation policies, and memory policies in the context of the democratic crisis; examining the integration of denialism into contemporary historical culture; exploring the relationship between the democratic crisis and historical denialism; and analyzing the memory disputes surrounding the Military Dictatorship in the classrooms of the interviewed teachers. The methodology employed in this research is Oral History, which facilitated the interviews with teachers, serving as the primary source of information. Through these interviews, it became evident that the socio-political context significantly impacts teaching practices, with classes on the Military Dictatorship becoming particularly contentious since 2013. The influence of denialist narratives from outside of school on students' understanding of the dictatorial past was observed, highlighting the need for discussions on the subject's narratives in digital platforms. Furthermore, the role of individual and collective memories in shaping classroom dynamics was identified, necessitating ongoing reflection on the relationship between history and memory in teaching. By examining the contemporary political landscape, this research reaches conclusions about the significant changes teachers face today, which are likely to have a lasting impact on their practice.