A identidade negra nas imagens do livro didático de história através do olhar dos/as alunos/as.

Abstract

This research was carried out in a public school in the city of Ponta Grossa / PR. It involved eight students from the eighth grade of Elementary School-final grades. The objectives of this work were to understand how the reception of the students in front of the imaginary composition of the didactic book of history that they use; analyze the construction of racial identities through the images of the 8th-year history textbook of the PNLD 2017 "History.doc" collection; and to understand the impacts that the history textbook analysis provided on the racial identities of the students. To do this, I tried to answer the following research questions: What is the students' perception of the imaginary composition of the history textbook regarding the construction of racial identities? How are racial identities constructed through the images of the 8th-year history textbook from the "História.doc" collection of PNLD 2017 from a state school in the city of Ponta Grossa-Paraná? How does the analysis of the history textbook impact the students' racial identities? The theoretical contributions that supported the foundation of this study on the construction of identities were: Woodward (2012), Silva (2012); Hall (2006), Bauman (2005), Gomes (2005), among others. To speak of speech, ideology and power I use: Hall (2012); Van Dijk (2010, 2008), Fairclough (2003, 2001), Lopes (2002). For understanding the subjects about the textbook: Ferreira (2016, 2014); Souza (2014), Oliveira (2012), Carvalho (2006), Rosemberg; Bazilli; Silva (2003). The analysis of images was subsidized by the authors: Hall (2016), Burke (2004), Manguel (2001). This research belongs to the field of Applied Linguistics and is characterized as qualitative, interpretative and documentary; quantitative research; critical analysis of discourse and analysis of images. The instruments of data generation were: quiz; pre-test; focal group interview and field diary. The results indicate that the reception, by the students who are members of this research, before the speeches of the didactic book characterizes the black identity as subalternative in relation to the white. The image analysis indicated an identity construction that presents the white racial identity as numerically major, in order to show white people as representatives of the standard identity of Brazilian society. Another characteristic observed was the association of black racial identity with negative aspects, to the stereotype of enslavement and poverty, while white racial identity is presented positively, associated with the nobility, social positions of prestige and wealth, and in the condition of leadership over black people. The analysis of the LD of history corroborated to the confirmation of a vision that stereotypes and inferiorizes the black racial identity. Thus, I conclude that there is a need to deconstruct discourses that disqualify black identity and emphasize derogatory stereotypes. The research showed that the component images of the narrative of the book analyzed establish a profile that inferiorizes the black racial identity, causing a sense of disgust on the part of the students with this racial belonging, thus, there is a real need for the change of this pedagogical material.