Letramentos No Ensino De História: Sentidos Em Disputa Em Produções Acadêmicas

Palavras-chave

letramento histórico; ensino de história; estado da arte

Autores

• Gustavo Machado
• MARIA APARECIDA LIMA DOS SANTOS

Abstract

In a context where education and literacy are presented as solutions to social, political, and economic problems, debates arise around the technification of language and its consequent depoliticization (Britto, 2003), linked to processes of subalternization and exclusion associated with reading and writing practices that reinforce power relations (Santos, 2017). This study, characterized as a state-of-the-art bibliographic review (Ferreira, 2002) and funded by CNPq, investigates the meanings of the signifier literacy in articles from History Education journals, mapping its uses and interpretations across discursive contexts. Initial data from a preliminary bibliographic survey reveal the recent emergence of this term in the field of History Education, particularly from 2010 onward, with the signifier historical literacy. This communication presents systematized data from this first stage and considerations derived from the reading of articles to be carried out in the ongoing second phase, which focuses on systematic selection and analysis of texts, examining the contested meanings of literacy and historical literacy within History Education.