Geografia e relações raciais nos livros didáticos de anos iniciais

Abstract

This research investigates Geography textbooks regarding Elementary Level as a complex artifact. As a main pedagogical resource used by teachers and students in classrooms, the textbook has not only an official school standards, but also teaching conceptions and subjectivities. Considering this approach, the colonialiality of power is considered as a theoretical perspective, an epistemological alternative to the european modernity narratives, which are present in Geography by bringing universal benchmarks as of the concept of race, of its importance to the formation of contemporaneous societies, as well as how it was introduced in Brazil, as has worked as a coverage to public policies. It is also important to analyze the Geography standards, principally after the implementation of the Base Nacional Comum Curricular (BNCC), the "Common Core" Curriculum, which had its third version certified in 2017. In this context, the applied methodology is the bibliographic and documental survey of public policies of textbooks under the law 10.639, which debates other learning methodologies, causing impact in textbooks beyond subjects input. On the other hand, this paper aims to understand the proposals presented by Geography theorists who debate the racial issue. The final objective of this paper is the analysis of structure and content of the two textbook collections with the highest number of nominations made by teachers who lecture the fourth grade of Elementary Level of the municipal school system of Mesquita/RJ, aiming for the identification of conceptual issues, changes and continuities