The history textbook on scene

problematizations of school histories practices

Abstract

The objective of this text is to problematize methodological recommendations for the History textbook present in the National Common Curricular Base (NCCB) and in the National Textbook Program (NTP); the current political situation, historiographical approaches to historical knowledge on themes of colonizing cultural practices, the sociocultural trajectory of Brazil and the 1964 military coup are also mobilized, within the scope of the pedagogical support resource most used by basic education teachers: the textbook. The analyzes and descriptions appear as a performance of fictional dialogues between the characters Mr. Clio, author of textbooks, and Eduardo, a History teacher in basic education, combined with the voices of authors such as Derrida, Wittgenstein and others. The theoretical-methodological attitude is based on the concepts of scene games, deconstruction, deconstructionist grammar therapy. The discursive chains are made through citations and grafts that, on purpose, border the boundaries between academic and literary texts, as a proposal to transgress the Cartesian conception of academic texts. The narrated results analyze and describe school histories practices that mobilize the textbook production based on themes such as decoloniality, specific legislation, historiographic discussions and attacks that this pedagogical cultural product, so important for basic education teachers, suffered from the last federal government and its political idea of an obscurantist.