Pelos manuais escolares, (um)a história contada: entre o currículo e a Educação Histórica

Resumo

Curricular studies have shown a growing interest in the study of school manuals, embracing a general criticism of such educational resource, traditionally associated with dynamics of reproduction of social stereotypes and to an hegemonic and monocultural understanding of knowledge, and concerted with an existing homogenized tendency.
Thus, the main goal of this essay is to present a reflection about the role of the school manual in the pedagogical and didactic dynamics of the contemporary (History) classes and, simultaneously, hint at some structural lines that that resource could follow, if conceived as another contribution for the development of student’s skills in historical thinking.