Livro didático de Geografia e o PNLD: uma análise dos conteúdos no 6º ano do ensino fundamental

Abstract

The present research aimed to analyze Geography textbooks for the 6th grade of Elementary School, considering the relationship between the National Program of Textbook and the Geography discipline. This discipline is addressed in its development as a curricular component in Elementary School. The study proposed a qualitative documentary analysis of laws and decrees, the results of these public policies. Research was conducted on the development of the National Common Curricular Base , which was approved in 2017 by the Ministry of Education and establishes curricular components based on Thematic Units, defining competencies and skills that students should be able to develop at each stage in basic education in Brazil.From this analysis, it is evident that the policy for the production, evaluation, and control of textbooks is quite old, dating back to the 1930s. The National Program of Textbook emerged as a public policy developed in Brazil from Decree Law No. 91,542 of 1985 as an expression of the quest to break with textbook public policies originating from the military dictatorship. Over time, it underwent a series of transformations that effectively reflected in the characteristics of textbooks. The evaluation process stands out as a procedure that has contributed to the quality of Geography textbooks. This occurs through the evaluation criteria established in the call notices, which have undergone adjustments over the years. These criteria encourage authors and editors to shape their works according to the demands presented, aiming to avoid the reproduction of conceptual errors, stereotypes, methodological inconsistencies, and other issues, as discussed throughout the development of our research. This evaluation is crucial, considering the substantial investment made by the Brazilian state, through public policies, in the acquisition of textbooks.