Recontextualizações dos princípios da educação escolar do campo, indígena e quilombola nas fotografias dos livros didáticos: disputas entre visualidades colonial e transgressor.

Abstract

This thesis presents the results of the doctoral research that dealt with the recontextualizations in the photographs and in the contexts of the Textbooks (LD) - Teachers' Manuals of PNLD 2019 and had as theoretical approach the dialogue between Postcolonial Studies and Latin American Decolonial Feminism. We assume that the principles of Rural, Indigenous and Quilombola School Education in the photographs and in their contexts are reinterpreted through hybrid recontextualizations (LOPES, 2005), in the tension between coloniality/decolonization, patriarchy/unpatriarchy and racism/dracialization in the maintenance of colonial visuality and in the insertion of other transgressive visualities. In this arena of disputes, we conceive that photographs are constituted by modes of signification that seek to present a given reality as real, and may reinforce unequal power relations as natural. In this sense, the LD, as translators of national curriculum policies, especially the BNCC, assume an important role as one of the threads that contribute to the maintenance of the colonial fabric, via coloniality. In order to answer the research problem we built the following general objective: to understand how the recontextualization of the principles of Rural, Indigenous and Quilombola Education in the photographs and their contexts of the LD - Teachers' Manuals. To answer this goal, we delimit the following specific objectives: a) identify and characterize the curricular policies directed to the Field, Indigenous, and Quilombola School Education; b) identify and characterize the principles of the Field, Indigenous, and Quilombola School Education; c) characterize the elected teaching collections of the PNLD 2019 and d) identify and characterize the photographs and their contexts that indicate recontextualizations of the principles of the Field, Indigenous, and Quilombola School

Education. In the search for answering these objectives, we adopted as theoretical- methodological procedures the documentary research, Content Analysis via Thematic

Analysis (BARDIN, 2011; VALA, 1990) and elements of Peircean semiotics (2005).

The results pointed out the political, epistemic, and social disputes around the content- knowledge that will be part of the LD. The recontextualization of the principles of Field,

Indigenous and Quilombola School Education approaches the functional interculturality reinforcing the system of patriarchal-racist-capitalist-colonial-modern domination through identity politics. We realize that recontextualizations do not occur solely for this purpose, but also happen through hybridisms tensioned by movements that approach critical interculturality imbricated to identity politics, generating border thoughts. In this vein, we identified signs of depatriarchalization, de-racialization, and decolonization both in the photographs, gestating transgressive visualities, and in the guidelines for teachers in the textbooks.