A história local como elemento na formação da identidade do (a) educando (a): avaliação do Programa Nacional do Livro e do Material Didático (PNLD) na escola pública municipal de Fortaleza

Abstract

The one presented is in the field of evaluation of publisned education policies, focusing on the investigation of books and teaching materials used in public schools in Fortaleza in the area of History. The interest in developing this research is linked to the academic and professional experiences of the researcher with more than three decades in public schools, both at the state and municipal levels. Thus, the problem is configured in a central issue: the absence of specific studies in the National Book and Teaching Material Program (PNLD), on the History of Fortaleza, as a contexto where students live and coexist. Its general objective is to evaluate the deviations in student education, regarding the absence of the sociocultural History of Fortaleza, in History texbooks for the initial series of Elementary Education, municipal public schools in Fortaleza. Specifically, investigative work is guided in terms of: Investigate in the textbooks of the initial series of Elementary Education, how the historical processo f the formation and development of Fortaleza is treated, throughout its 299 years; analyze the PNLD and the challenge of decoloniality of knowledge, in the teaching of the History of Fortaleza; to evaluate the senses and meanings about the absence of the study of Local History in the fomationof the identity of students in the initial series of Elementary Education, in municipal publics shools in Fortaleza. To achieve these objectives, initially, it was essential to carry out bibliographic and documentary research, as a basis for consolidating the field work. Therefore, in the bibliographical basis of the research, we resorted to the contributions of several authors such as: BITTENCOURT (2009); FARIAS (2012); FREIRE (2006); MEJÍA (2013); SOUZA (2007); WALSH (2013); and others. The evaluation paradigm adopted in this investigative process is substantiated and based on the four axes of in-depth evaluation advocated by Rodrigues (2008) and expanded upon by Gussi (2014); contente analysis, contexto analysis; institutional trajectory; territorial and temporal spectrum. Therefore, we highlight the need for students in municipal public schools in Fortaleza to, in fact, be covered by Local History in textbooks (PNLD) to learn about our origins, the ancestry of our people, or in other words, the History of our people from Fortaleza. To develop this evaluate research on textbooks on the Works adoped in the 4th year of Elementary School, in municipal public schools in Fortaleza. To this end, a list of Works was created and, subsequently, three didatic Works known to the researcher were setected: A Conquista; Buriti Mais; Crescer. The systematic evaluation of these Works comprised three methodological moments: First moment – general presentation of the Works; Second moment – approaches to the sumaries; Third moment - analysis of certain chappters of the selected Works. This evaluative research shows the absence of Local History in Textbooks, as a major gap in the identity formation of students. As inspiration to think about Fortaleza in Textbooks, we took as a reference Prof. Dr. Simone Souza in her book Fortaleza, the child and the city.