O poder da representatividade: os livros didáticos de História e as lutas femininas

Abstract

One of the central concerns that drive this research is the disturbing disharmony between the historiographical renovations produced in recent decades in academic circles and the persistent supporting role that is attributed to women's history in history textbooks. To verify this circumstance, the theory of Social Representations was used, supported by the studies of Serge Moscovici and in the discussions about the History of women/gender in the works of Joan Scott. In the methodological aspect, content analysis was used through the theoretical contribution of Laurence Bardin, focusing on quantitative and qualitative analyses. In the quantitative perspective, it focused on the total number of images inserted in these materials and through their frequency, comparative analyzes and problematizations were built on the roles attributed to men and women in the didactic materials. In terms of quality, the chapters/texts that discussed women's struggles throughout the 20th century with a focus on global history were considered, taking into account content related to Contemporary History, that is, 8th grade and 9th grade books, respectively. . The selected historical sources were textbooks circulating in school spaces in the years 2002 and 2020. The criterion for choosing the collections analyzed was through those with significant circulation in school environments, which was verified through the purchase of copies of each collection by the (FNDE ) and their availability for carrying out this research. Data analysis showed an increase in the number of female images in textbooks from one decade to another, as well as content on women's history, but far below the historiographical innovations of recent years.