Resumo

ROLANDI, Verônica de Freitas  e  VITORINO, Artur José Renda. Ideology and recognition: reflections on the mandatory theme african-brazilian history and culture. ETD [online]. 2015, vol.17, n.1, pp.157-175. ISSN 1676-2592.  https://doi.org/10.2592/EDT17N1A20150175.

This work discusses issues regarding the fulfillment of the law 11,645/2008 that deals with mandatory african-Brazilian and indigenous history and culture content in all curriculum subjects. Two instructional sequences presenting this theme are analyzed, both found in the seventh volume of the Cercanía Spanish book collection, approved by PNLD-2014 for adoption in the last years of Brazilian elementary school. The theoretical basis of these analyzes are the Axel Honneth's Theory of the Struggle for Recognition (HONNETH; 2009) and the Michel Debrun's Ideological Concealment (1959; 1989; 1990). The first theory produces arguments for education against forms of disrespect. The second one explains the mechanisms that act to obliterate the student and prevent him from seeing himself as a "subject" and "act as a citizen." From the first analysis we observe that the material provides sources for the teacher/mediator, allowing inter-subject recognition for the student (HONNETH; 2009). In the second analysis, we observe that the Ideological Concealment obliterates the reader and do not let him to see that the harmonious coexistence between indigenous, European and black races is a referential illusion, an analogon generator that hides the asymmetry between the top and the bottom of the Brazilian social pyramid (DEBRUN, 1959; 1989).

Palavras-chave : African-Brazilian; National Program for Text Book; Recognition; Ideology.

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