OS LIVROS DIDÁTICOS DE HISTÓRIA E O INGRESSO UNIVERSITÁRIO

Abstract

This research is a comparative documental study of the content in the history discipline within the field of humanities and applied social sciences, as presented in textbooks and university entrance exams. It investigates the questions from the Processo Seletivo do Vestibular da UFMS (PSV-UFMS) of 2021 in comparison to the content of the Coleção Módulos para o Novo Ensino Médio – Ciências Humanas e Sociais Aplicadas (2020), published by AJS LTDA. and approved by the 2021 Programa Nacional do Livro e do Material Didático (PNLD). Recognizing that textbooks are finite resources and must address a limited range of topics, this research aims to identify the limitations of the didactic material with reference to the demands of the entrance exam. The study adopts a qualitative methodology and performs a comparative content analysis. It proposes a systematic and objective approach, often overlooked in the humanities, by applying the content analysis techniques established by Bardin (1977). specifically, the study assesses the capacity of textbooks to serve as effective tools in preparing students for university entrance exams. Textbooks are required to include certain content mandated by the basic curriculum, which was significantly modified nationwide by the Base Nacional Comum Curricular (BNCC) and the implementation of Law no. 13,415/2017, both of which led to substantial changes in the 2021 PNLD. The scientific analysis of the current state of history content in textbooks within the Humanities and Applied Social Sciences is one of the main justifications for this research. The investigation centers on a specific object of study, the Coleção Módulos para o Novo Ensino Médio (2020), which was compared to the ten history questions present in the PSV-UFMS 2021 exam. The theoretical field for textbook analysis includes studies in the history of textbooks and history education conducted by Alain Choppin (2002; 2004), Circe Bittencourt (1997; 2008; 2013), Décio Gatti Jr. (1997; 2004), and Kazumi Munakata (1997; 2012; 2016). Bardin’s (1977) techniques were employed for material analysis, while the legal framework encompasses the Diretrizes Curriculares Nacionais para o Ensino Médio (DCNEM/2018), the Base Nacional Comum Curricular (BNCC/2018), the national education guidelines and framework law (Law No. 9,394/1996), and the Plano Nacional do Livro Didático (PNLD/2021). The analysis identified a significant gap in the treatment of historical concepts in the examined collection, demonstrating its inability to provide information necessary for solving half of the history questions in the analyzed entrance exam. The research concluded that the collection hinders access to critical information required for resolving history questions in the ufms entrance examination.