AS REPRESENTAÇÕES DE FAMÍLIA NOS LIVROS DIDÁTICOS DOS ANOS INICIAIS (PNLD 2010-2022)

Abstract

The research of this dissertation has as its focus to investigate the inclusion and description of the family configurations enunciated in two didactic collections, distributed by the National Textbook Program/PNLD in the State schools of Naviraí/MS. The objective is to analyze how these teaching materials expose family configurations and to what extent these materials are important from the perspective of the inclusion of different types of families. Authors such as Foucault (1999) were used as a theoretical reference, which approaches the discourse method and its meanings; Oliveira Júnior, Ferreira and Coimbra (2016), Vilhena et.al (2011), Viana (1996), Wagner and Tronco (2013) which include discussions on the concept of family and the new family configurations, as well as the vision of the school to be regarding these new settings. Donzelot (1980) that addresses family history and Choppin (2004), Rathlef (1989), Sacristán and Gomez (1998) that discuss the production of knowledge from the uses of textbooks, in addition to presenting concepts and guidelines about them . Methodologically, this is a qualitative and analytical research, as the contents of textbooks were analyzed, establishing the analysis of how narratives were constructed. Three textbooks from the 1st year of Elementary School I were selected: one on Science and one on History (PNLD 2019-2022) from the “Aprender Juntos” collection, and one on Literacy and Linguistic Literacy (PNLD 2010-2012) from the “Pensar Juntos” collection. and live". It was concluded that the speeches and images used in textbooks show some changes, including family configurations and justifying that affection can represent the family configuration. However, they are often still full of meanings guided by a 'model' of a white nuclear family, in Eurocentric standards.