Relações étnico-raciais nos livros didáticos de língua portuguesa dos anos iniciais

Abstract

The present academic work consists in analyzing the didactic books of Portuguese Language in the beginner years in a State Public School in Getúlio Vargas city in Rio Grande do Sul with the purpose of addressing the representations of ethnic-racial relations and their discur-sive genres. Mapping how textbook regulation is processed, from its production to its applica-tion in the classroom, as well as, identifying laws, guidelines and regulations about the ethnic-racial relations in the school documentation. We will analyze the main theories about ethnic-racial relations to, thus, identify and analyze the figures contained in textbooks that represent ethnic-racial relations as well as textual genres from the following books: “Itororó” by Editora Moderna, responsible publisher Mônica franco Jacintho, used in first, second and fourth grade. In the third grade we use the book “Vem Voar” by Editora Scipione, responsible pub-lisher Alice Ribeiro Silvestre, and the didactic book “Português Linguagens” in fifth grade by Editora Saraiva asits responsible publishers William Cereja and Thereza Cochar. The text-book, as an aid to the learning process, should be consistent with the guidelines and regula-tions of the laws and guidelines that govern the school curriculum that bring in several texts the need to problematize the ethnic-racial issue in education. The methodology used involves bibliographic research and a qualitative documentary research approach. Over three chapters, we will demonstrate the elements that make up textbooks on the issue of textual genres and cultural diversity, which are of relevance to the child's learning as a citizen in training. Re-spect for differences is made with the knowledge of the different cultures in the world. With the help of teaching materials, the teacher uses a tool in order to build and develop the child's knowledge in the early years. Aiming to deepen ethnic-racial relations, the theoretical frame-work that will be studied: official education documents and ethnic-racial issues based on the National Curriculum Guidelines for the Education of Ethnic-Racial Relations and for the Teaching of Afro-Brazilian and African History and Culture (2004), Guidelines and Actions for the Education of Ethnic-Racial Relations (2006), The Law of Guidelines and Bases of National Education (1996); According to Law 10.639 (2003) along with its expansion to the Law 11.645 of 2008. The research came to the conclusion that the textbooks analyzed use stereotypes of indigenous people. Blacks and browns are mere assistants in a society that con-siders itself predominantly white. Therefore, children who do not fit the predominant ethnicity in textbooks will suffer from their non-recognition, thus forcing its non-acceptance in view of its origin, history and equality in society. In terms of textual genres, the scenario is characterized in the same way, white predominance is identified, noting that myths, legends and re-ports are rarely demonstrated about black and indigenous ethnicity.