BETWEEN PROTAGONISM AND SILENCE: THE PRESENCE OF THE OBJECT OF LAW 11.645/2008 IN THE PNLD 2024 HISTORY TEXTBOOK COLLECTIONS

Abstract

This article investigates the existence of Law 11.645/2008 in the content of the current PNLD 2024 History textbook collections (final years of elementary school). For this opportunity, we pursued the general objective of investigating how the aforementioned law is addressed in the cited works. The methodology consists of a documentary corpus corresponding to 14 history collections made available by publishers to teachers, each consisting of four digital interactive manuals (6th to 9th grade), totaling 56 textbooks, in addition to educational legislation. The approach is qualitative and the typology is documentary, based on the use of the Content Analysis method. The theoretical framework is based on discussions about textbooks and identity in the context of teacher training. As a result, we noticed that the approaches to Law 11.645/2008 are based on its recognition in textbooks and its implementation in some content that gives visibility to the teaching of indigenous and Afro-Brazilian history and culture. In addition, we highlight that several collections preferred to follow traditional approaches to already established content such as slavery, to the detriment of discussions based on current ethnic-racial issues that are so relevant to society.