Protagonismo feminino e ensino de história: o caso da independência do Brasil no livro didático de história (Getúlio Vargas/RS - 2024)

Abstract

The title of this work is “Female protagonism and teaching history: the case of Brazilian independence in the textbook (Getúlio Vargas/RS – 2024)”. From reading the book “Brazilian Independence: the women who were there” (2022) by Antônia Pellegrino and Heloisa Starling – which presents the trajectory of seven women in Brazil’s independence process: Hipólita Jacinta Teixeira de Melo; Bárbara de Alencar; Urânia Vanério; Maria Felipa de Oliveira; Maria Quitéria de Jesus; Maria Leopoldina and Ana Lins – I started to question what the students at the schools where I was an intern learned about these women. Therefore, the objective of this research is to problematize the lack of female representation in the History textbook in the collection “History, Society and Citizenship” by Alfredo Boulos, more precisely in chapters 8 “The arrival of the royal family” and 9 “The reign of D. Pedro I: a limited citizenship”, which deal with Brazil’s independence process. The book in question is used by the 8th year elementary school classes at Colégio Estadual Antônio Scussel, located in the city of Getúlio Vargas (RS), where I carried out one of my internships during the History Degree course. Given the lack of reference to women in the process of political emancipation in Brazil, I present a proposal for a teaching plan that included female participation and can be worked on in dialogue with the book in question. My main motivation in carrying out this research was to bring women as active historical subjects to students, to discuss Public History and History Teaching.