A história medieval e a formação para a alteridade: uma análise dos livros didáticos de história do PNLD 2020 para o ensino fundamental

Abstract

Faced with the debate on whether or not Medieval History should remain in the curriculum during the writing of the versions of the Base National Comm Curricular (BNCC), some medievalists spoke out in defense of its maintenance due to the ease of indented and spatially distant temporalities, such as the Middle Ages, in the formation for alterity and for historical thinking. After the approval of the final version of the BNCC for Elementary Education, in 2017, textbooks began to be adapted to the new curriculum. In view of this new wave of books already adapted, we analyzed the 11 collections indicated by the National Book and Teaching Material Program Guide (PNLD), from 2020, in search of opportunities to meet the Other from the perspectives of strangeness and difference, in favor of a formation for alterity and for historical thinking. We also search in textbooks for possible contributions of Medieval History to sensitive themes. Therefore, we selected for our analysis, the pages about the Middle Ages in History textbooks, in the versions for teachers, for the 6th year of Elementary School. From the analysis of the works, it was noticed the limitations imposed by the didactic-pedagogical choices of the BNCC, based on the perspective of belonging, which hinder the formation for alterity, and sometimes, the formation for historical thinking.