Military dictatorship narrated in the history textbooks

Abstract

This text presents partial results of the research in development on the Program of Scientific Initiation - PIBIC of the Federal University of Mato Grosso - UFMT, whose objective is to analyze the historical narratives about the coup and the Military Dictatorship in Brazil in the History textbooks approved by the National Program of Didactic Book - PNLD. The specific objectives of this work were: a) To carry out a bibliographic review about the coup and the Military Dictatorship in Brazil; b) To inventory the History textbooks for Elementary School approved by PNLD; c) Analyze three History textbooks approved by PNLD 2017. The collections History, Society & Citizenship (2015), Araribá - História (2015) and Will to Know (2015) were analyzed. In the analysis, we assumed as theoretical-methodological reference the model of scientific criticism of the historical interpretation presented in textbooks and the typologies of historical narratives proposed by Rüsen (2010). The critique model is based on a set of criteria for the analysis of the textbook. We chose to analyze the criteria of presentation of historical materials (texts), plurality of historical experience, pluriperspectivity and scientific norms as essential for the narrative development of textbooks. Thus, we tried to identify the presence of the typologies of historical narrative: traditional (affirmation), exemplar (regularity), criticism (negation) and genetics (transformation). Partial results allowed us to observe the absence of historiographical texts in the presentation of historical materials. The predominance of politics as the scope of experience and the inexistence of the various perspectives of history. However, there is a reasonable adoption of scientific norms as far as historiography is concerned. We understand that the absence of the analyzed criteria is closely related to the predominance of the traditional historical narrative present in the textbook analyzed.