Present time appropriations in history textbook: the case of the 2013 june journeys

Abstract

We follow the theoretical assumption that the present consists in a privileged object of analysis for the historian, whose contribution is to produce historical reflection that combat the ephemeral, generate senses of experience in face of forgetfulness, and provides elements of context intelligibility. We investigate how the theme of the 2013 June Journeys is presented by the History textbook, taking as corpus the 19 collections inscribed in the PNLD 2017, destined to the final years of Elementary School. From this corpus, we analyze the historiographic narrative adopted, the proposals for activities, the positive and negative interpellations attributed to the subject, the materials that subsidize the subject and, finally, the guidelines for teachers to anchor the approach in the classroom, as provided by the Teacher's Manual. Our conclusion is that the narrative of the 2013 June Journeys in the History textbooks is predominantly descriptive, based on journalistic sources, with restricted possibilities to establish diachronic analysis of the phenomena. There are, however, approaches that address the events in a problematizing way, exposing the conjuncture from several angles and giving voice to different subjects/ social groups.