Um estudo sobre imagens nos livros didáticos dos anos iniciais: a representação das diferenças

Abstract

This article presents the results of the research entitled The initial formation of teachers at a high school level, textbooks and the issue of differences and aims to analyze the approaches of textbooks in the early years on the issue of differences. The National Textbooks Project folllows the curricular policies and reaches the schools, directing, in a certain way, the pedagogical action in the classroom.  The presente study analyzes the images presente in the books, to problematize the discussion that the textbooks introduce about the issue of differences.Through documental analysis, the study mapped and analyzed the images present in textbooks. The concepts discourse and representation, discussed by Michel Foucault and Tomaz Tadeu da Silva, were used as theoretical-methodological tools, on three aspects raised from the images, namely: the inclusion of differences in the curriculum: an initial problematization; the interdiction of the discourse of the inclusion of differences; and the differences linked to representation. The theoretical framework comes from the studies of Michel Foucault, Gilles Deleuze, Tomaz T. da Silva, Alice C. Lopes, Elizabeth Macedo and Carlos Skliar. The results show that textbooks introduce a discourse of differences focusing on cultural diversity and disability, while omitting differences in gender, sexuality and religious belief. Textbooks approach differences as diversity, and therefore, keep them tied to ​​identity and representation.