AS IMAGENS NÃO FALAM POR SI: O Livro Didático de História e a Educação das Relações Étnico-Raciais no Estado do Paraná.

Abstract

Research in history is an act that in itself is an act of resistance. This work is affiliated to the fight against racist practices in the school environment, analysis of the impact of the changes resulting from the law 10.6390/03 in the didactic materials. We intend to contribute to the pedagogical actions aimed at the deconstruction of negative stereotypes that have historically been linked to the representation of blacks and their culture in the textbooks of the History curricular component. By proposing this analysis, we intend to encourage educators to use this valuable resource in actions aimed at teaching history and the education of ethnic-racial relations. The moment is opportune before the two-decade anniversary of the law 10.639/03, it is remarkable that its implementation did not suffer great resistance, but we can not say the same about the process that involves its implementation in school practices. The images used for this research were selected based on their narrative and representative importance in the didactic context of the collection "History, Society and Citizenship". This material is one of the most used in Brazilian schools, in addition to being the collection chosen and distributed by the Government of the State of Paraná to serve students of the state public school system for the last years of elementary school (6th to 9th grade) during the 2020/2024 quadrennium. We offer

a reflective action that can contribute to a positive rereading of the multiple cultural and ethnic- racial representations in our society. The proposal is to set out on a historical journey aiming at

understanding the origins of the exclusionary national educational project in our country. The analysis intends to rescue how black protagonism is being treated. The themes are treated through a qualitative approach guided by a methodology with multidisciplinary and ethnographic principles, the analysis is guided and guided by the historical-social construction of the concepts of race, racism, culture, school and teaching in consonance with the Education of ethnic-racial relations.