História e memória nos limites do (in) visível: reflexões sobre o saber histórico escolar nos livros didáticos de História

Abstract

The recurrence to memory, nowadays, has drawn researchers’ attention to their uses and appropriations by different groups and social movements as a way to contain the forgetting avalanche, typical of a constant changes’ world, also as an element of the multiple identities’ consolidation. The effects that such discourses and memory practices produce in the society, typically, make up the student’s universe of meaning, even before he enters school and face with their historical knowing reference, for example, in history textbooks. According to Pierre Nora, the relationship between history and memory, in the specific knowledge domain, but I some way complement each other, is the major consideration in this research, especially considering how such knowledge is reflected in the Teaching of History in Brazil. Therefore, this paper aims to examine the collection of history books, approved by the National Textbook 2011 in order to understand how the distinction between domain of memory and history knowledge is evidenced by the authors and theorized within of history textbooks. The investigation method was based, primarily, on sixteen teaching history collections individual reading, each consisting of four volumes, on the 6th, 7th, 8th and 9th primary education grades, in addition to the Professor’s Manual, in order to realize through the regularities and absences, the frequency with which both domains of knowledge are conceptually mobilized and while teaching strategy, according with the authors, to the formation of historical thinking. Later, it became possible to produce an overall view about the history textbooks 11 PPGE/UFJF – HISTÓRIA E MEMÓRIA NOS LIMITES DO (IN) VISÍVEL: Reflexões do saber histórico escolar nos livros didáticos de História. profiles in circulation above the country, mapping out of invisibility or visibility scenarios that the distinction between memory and history domains in these books are assume. As a theoretical support source, has been quest for references from authors who dedicated specifically to memory domain studies. It is possible to highlight the dialogue with Paul Ricoeur, to discuss the operations of memory and forgetfulness; Maurice Halbwachs, to question the assume of memory as a collective construction that occurs within an affective community; Huysen Andreas and Michael Pollak, to discuss the theme of memory in contemporary times. Among other major stakeholders, it is also essential to emphasize that the dialogue established with the historian Rüsen Jorn, given its reflection on the processes of historical consciousness formation in the subjects in which the operations of memory assume a prominent position.