Banca de QUALIFICAÇÃO: RAFAEL FIEDORUK QUINZANI

Uma banca de QUALIFICAÇÃO de MESTRADO foi cadastrada pelo programa.
STUDENT : RAFAEL FIEDORUK QUINZANI
DATE: 29/08/2022
TIME: 14:00
LOCAL: meet.google.com/exr-nouy-mpz
TITLE:

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KEY WORDS:

History Teaching; History of History Teaching; textbook; history textbook

PAGES: 123
BIG AREA: Ciências Humanas
AREA: História
SUMMARY:

• In opposition to perspectives that looked at the History textbook considering it only as an imperfect reproduction of the knowledge produced in the academy, in recent years, the statement that the textbook is composed of several types of knowledge has become common. However, we did not find a study that puts this complexity under discussion, to understand what are, after all, these different dimensions that build the textbook. Having established this as our objective, a first step is to abandon the search for a totalizing concept about the textbook. This material changes over time and if we wanted to group all the textbooks that ever existed into a single characterization, we would need to abdicate the particular elements of each model that was consolidated over time and spaces. We are particularly interested in the school textbook model that has become known in recent decades, and was in force, approximately, from PNLD 2004 to 2018. For the methodology with which we will study our problem, we are inspired by the historical method, the content analysis (as discussed in Bardin, 1977) and in the speech analysis. We seek to account for three discussions that are related to our objective. First, using the scope of 493 works (theses, dissertations, among others), we carried out a cartography of the production regarding of the History textbook, analyzing a series of its characteristics. Here, we observe, on the one hand, which dimensions of the textbook are treated as central in research over time, a study that allowed us to conclude that, even if the quality of the research has improved, the academic production, as a whole, continues to focus on just a few aspects of the textbook. On the other hand, we also observed what conceptions about textbooks are configured and how they are used by other studies. It was possible to perceive that the uses of the concepts assume a configuration markedly different from the original proposals. We also identified that there are a number of other conceptions about the textbook that do not necessarily take the form of concepts. In a second moment, we revisit the History of the textbook to reflect on how the various elements of this material are approached in it, observing dimensions that are considered central and others that do not receive the same attention in the History written about this material. Finally, we analyzed textbooks to identify and demonstrate, in these primary sources, the prism of elements that constitute them. We hope that, with the reading of this study, which aims to understand what it means for the textbook to be composed of a plurality of dimensions, research with this material will approach it considering the existence of these various elements. Since, the adequate understanding of the complexity of a source is a fundamental step for it to be studied in an increasingly pertinent way.

COMMITTEE MEMBERS:
Interno - 1518086 - FRANCISCO DAS CHAGAS FERNANDES SANTIAGO JUNIOR
Interno - 2277360 - MAGNO FRANCISCO DE JESUS SANTOS
Presidente - 1170781 - MARGARIDA MARIA DIAS DE OLIVEIRA