<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>0104-7043</journal-id>
<journal-title><![CDATA[Revista da FAEEBA: Educação e Contemporaneidade]]></journal-title>
<abbrev-journal-title><![CDATA[Revista da FAEEBA: Educação e Contemporaneidade]]></abbrev-journal-title>
<issn>0104-7043</issn>
<publisher>
<publisher-name><![CDATA[Universidade do Estado da Bahia]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0104-70432019000100043</article-id>
<article-id pub-id-type="doi">10.21879/faeeba2358-0194.2019.v28.n54.p43-58</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[A INTERSECCIONALIDADE DE GÊNERO, RAÇA E CLASSE EM LIVROS DIDÁTICOS DE EJA]]></article-title>
<article-title xml:lang="en"><![CDATA[GENDER, RACE AND CLASS INTERSECTIONALITY IN THE TEXTBOOKS OF EJA]]></article-title>
<article-title xml:lang="es"><![CDATA[INTERSECCIONALIDAD DE GÉNERO, RAZA Y CLASE EN LIBROS DIDÁCTICOS DE EJA]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Silva]]></surname>
<given-names><![CDATA[Márcia Alves da]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Pinheiro]]></surname>
<given-names><![CDATA[Renata Kabke]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal de Pelotas Programa de Pós-Graduação em Educação ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal de Pelotas Centro de Letras ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>01</month>
<year>2019</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>01</month>
<year>2019</year>
</pub-date>
<volume>28</volume>
<numero>54</numero>
<fpage>43</fpage>
<lpage>58</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0104-70432019000100043&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0104-70432019000100043&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0104-70432019000100043&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO Esta escrita apresenta algumas análises que fazem parte de uma pesquisa maior. Aqui são apresentadas análises de alguns livros pertencentes a uma coleção de livros didáticos voltada à educação de jovens e adultos nos anos finais do Ensino Fundamental. Essa coleção foi aprovada pelo Plano Nacional do Livro Didático (PNLD) e indicada para os anos 2014, 2015 e 2016. Em um primeiro momento, o texto traz um pequeno histórico dos programas de livros didáticos no país para, em um segundo momento, trazer a abordagem dos livros analisados. A intenção é problematizar as representações de gênero que os livros didáticos carregam, compreendendo gênero na sua interseccionalidade com raça e classe social. Em nossa investigação, é possível perceber que, mesmo com os avanços na legislação sobre o tema e da política de avaliação dos livros didáticos, implementada já há algum tempo, e ainda que se percebam avanços no que se refere ao combate à discriminação de gênero, raça e classe, persistem abordagens conservadoras e discriminatórias, mesmo que de forma bastante sutil, o que demonstra a naturalização de desigualdades sociais.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT This paper presents some analyses pertaining to a larger research work of ours. In this study, we focus on some textbooks which are part of a series aimed at young people and adults in the final years of primary school education and were approved by the National Plan for Didactic Books (PNLD) for the years of 2014, 2015 and 2016. First, we present a brief history of the didactic programs in Brazil and then, in a second moment, we pinpoint the approach taken in the books under analysis when it comes to gender. Our aim was to problematize the gender representations displayed in the analyzed textbooks, taking into account the intersectionality of gender, race and social class. From our observations, it was possible to notice that despite some progress in the fight against gender, race and class discrimination, and advances in the legislation on the subject as well as in the policy regarding the evaluation of textbooks, conservative and discriminatory approaches still persist - even if in a rather subtle way -, which demonstrates the naturalization of social inequalities.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN Esta escritura presenta algunos análisis que forman parte de una investigación mayor. Aquí se presentan análisis de algunos libros pertenecientes a una colección de libros didácticos, orientados a la educación de jóvenes y adultos en los años finales de la Enseñanza Fundamental. Esta colección fue aprobada por el Plan Nacional del Libro Didáctico (PNLD) e indicada para los años 2014, 2015 y 2016. En un primer momento, el texto trae un pequeño historial de los programas de libros didácticos en el país para, en un segundo momento, traer el enfoque de los libros analizados. La intención es problematizar las representaciones de género que los libros didácticos cargan, comprendiendo género en su interseccionalidad con raza y clase social. En nuestra investigación, es posible percibir que, a pesar de los avances en la legislación sobre el tema y la política de evaluación de los libros didácticos, implementada desde hace algún tiempo, aunque se percibe avances en lo que se refiere al combate a la discriminación de género, raza y clase, todavía persisten enfoques conservadores y discriminatorios, aunque de forma bastante sutil, lo que demuestra la naturalización de desigualdades sociales.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Gênero]]></kwd>
<kwd lng="pt"><![CDATA[Classe]]></kwd>
<kwd lng="pt"><![CDATA[Raça]]></kwd>
<kwd lng="pt"><![CDATA[Livros didáticos]]></kwd>
<kwd lng="en"><![CDATA[Gender]]></kwd>
<kwd lng="en"><![CDATA[Class]]></kwd>
<kwd lng="en"><![CDATA[Race]]></kwd>
<kwd lng="en"><![CDATA[Textbooks]]></kwd>
<kwd lng="es"><![CDATA[Género]]></kwd>
<kwd lng="es"><![CDATA[Clase]]></kwd>
<kwd lng="es"><![CDATA[Raza]]></kwd>
<kwd lng="es"><![CDATA[Libros didácticos]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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