Narrativas da abolição da escravidão no Brasil em livros didáticos de história (1889-1930).

Abstract

This study analyzes how the Abolition of slavery in Brazil was approached in History textbooks published between the years 1889-1930, observing the space granted to the theme in books and the social agents elected as protagonists in the narratives. To carry out the research, History textbooks were selected that had the content Abolition of slavery - in the following collections: History Textbook Collection from the History Teaching Laboratory (LEH / UFPEL); Documentation Center for the History of Education of the Faculty of Education (CEDOC / UFPEL); Hisales Memory and Research Center (History of Literacy, Reading, Writing and School Books); and the USP Teaching and Didactic material Laboratory (LEMAD), which makes digitized history textbooks available on its institutional website. In this way, this investigation allowed us to analyze how the theme had been approached in the selected History textbooks and to understand the narratives developed by different authors from the context in which the works were published. Textbooks were divided by decades of publication in order to establish the categories of content analysis. Thus, based on the content analysis methodology, apply in 19 works, it was found that during the First Republic there was an expansion of the approach to Abolition in didactic historical narratives. In addition, it is noticeable that each author addressed the theme with different aspects, such as: Abolition seen as a date (May 13, 1888); the Abolition seen as one that saw the historical fact starring the act of Princess Isabel; Abolition as a movement; Abolition as a result of parliamentary actions by the Empire, laws and abolitionists; and Abolition as a result of propaganda. From the analysis of the sources, it is possible to notice that the narratives presented in the History textbooks about the Abolition of slavery present a certain understanding of history that contributed to perpetuating the idea that the enslaved population would not have participated in this process. Therefore, the history of Abolition in didactic narratives is constructed, in the researched period, so that Abolition is understood as a concession to the black population. The texts presented have of the “experience of time” of those authors and editors who lived in the post-abolition and wrote under the historiographic influence of the time.