Representações e apropriações de livros didáticos de história por estudantes de ensino médio de Guarapuava (2019 - 2021).

Abstract

This academic master's work aimed to analyze the representations and appropriations of History textbooks among high school students in the city of Guarapuava (Paraná). As cultural objects, textbooks have great complexity due to the factors involved in their production, evaluation, choices and consumption, being important constitutive elements of school history. Research on the perceptions of school students about the materials is still incipient and necessary, given the recent reflections on History Teaching that put such subjects in evidence. In this sense, this research is part of the discussions of Didactics of History, as it aimed to investigate the uses and meanings of textbooks by students. What young people think about the material, what are their definitions, what importance they attribute to books and what forms of use they undertake, were some of the guiding issues of the research. As objects of culture and full of historicity, this investigation was based on the reflections of the New Cultural History, especially through the concepts of representation and appropriation discussed by Roger Chartier. In this way, we analyzed the sources: data from the “Resident Project: observatory of relations between young people, history and politics in Latin America”, collected in 2019; interview with the teacher of the collaborating students, held in 2021; and questionnaires answered objectively and in an essay in 2021 by students. We found that the main appropriations of History textbooks among the collaborating students were related to the disciplinary code of History and that the representations built for the materials were related to everyday appropriations and social memory in relation to the book. One of the most relevant aspects to be highlighted is that young people attached great importance to the History textbook.