Mulheres Negras e Decolonialidade: um olhar sobre os livros didáticos de História do Anos Iniciais do Ensino Fundamental da rede pública de Montes Claros / MG

Abstract

The main purpose of this research is to propose epistemological reflections of decolonial gender perspectives in order to understand the representations of gender, race and black women in History textbooks. The theoretical assumption we use in this study is based on authors antagonistic to the Eurocentric perspectives of social organization, gender and race, as well as the representations of black women by themselves. We quote Quijano (2005, 2009), Dussel (2005), Castro-Gómez (2005), Mignolo (2003), Oyěwùmí (2021) e Gonzalez (1988). We use the concept of qualitative research and subjectivity proposed by González Rey (2010). We use the technique of content analysis proposed by Bardin (2016) and the concept of representation by Hall (2006) and Silva (2000). We performed the analysis of two 5th grade History textbooks from a public elementary school located in Montes Claros / MG used by students in the years of 2020 to 2022. After the analyses, we found that one of the books pointed out to be little explored about gender representation and does not present content about black women. On the other hand, we notice in the second book that the authors explored in more depth the representations of black women and did not use the concept of gender as pre-existing in all societies. We conclude that the materials present great differences in the approach of the content among themselves, placing mainly the emphasis on certain contents to the detriment of others. We found that teaching to overcome the prejudice of gender, race and rescue the historicity of the epistemological entanglement of Brazil and Africa are of paramount importance for overcoming sexism, racism and also the stereotypes associated with black women. These stereotypes often persist in the Brazilian social imaginary linked to subaltern or irrelevant representations. The present study proposes to collaborate for a more attentive and solid view for the teachers in the process of choosing the PNLD (National Plan of the Didactic Book) History textbooks.