Design gráfico editorial didático: uma análise de livros didáticos de história no Brasil da década de 1960

Abstract

This investigation seeks to understand, based on Eugênio Hirsch's work in the production of History textbooks for Companhia Editora Nacional published in the 1960s, how his role relates to the production of meanings articulated by the discourses of these works. For this purpose, we selected six works published by the publisher between 1955 and 1968 that feature different graphic solutions, aiming to compare them and understand their projects in relation to their History lessons. Our readings are grounded in the contributions of Chartier (1991) regarding the idea of representation, as well as the contributions of Choppin (2004) on textbooks, and Bittencourt (1993), Munakata (1997), Melo (2008), and Moraes (2018) on the didactic editorial context that we focus on in our investigation. Initially, we present, justify, and theoretically articulate the research. Then, we discuss the methodological process and also conduct a State of Knowledge exercise based on the contributions of Kohls-Santos and Morosini (2021). Next, we examine Eugênio Hirsch's artistic formation, work, and artistic style based on previous research and a documentation composed of images and publications in periodicals. Subsequently, we investigate the national editorial landscape to understand the dynamics of book production, the organization of the national industry and its workforce, and discuss the processes of conservation or renewal of styles adopted in didactic works. We then delve into the national education scene, the discursive disputes that marked the period, drawing on data from the expanding national education and the processes that led to the consolidation of History as a discipline. We also discuss curriculum reforms, transnational debates, and the purposes and objectives of the discipline during our research period. Finally, we discuss the trajectory of production, research, and commercialization of textbooks in the national territory, examining ways to analyze the copies based on their material and graphic presentation. In analyzing our editions, we conducted a biographical exercise on the cover authors and subsequently discussed the different book projects found in our documentation. Through this process, it became evident that Hirsch actively contributes to constructing meanings articulated by the works and that CEN produced graphic solutions to cater to different audiences, addressing various fronts in the structure of national education.