O livro didático na batalha de idéias: vozes e saber histórico no processo de avaliação do PNLD

Abstract

The aim of the present dissertation is to analyze the evaluation process of the History didactic books that participated in the National Program of Didactic Books (PNLD) in the years of 2005 and 2008, based on the elements that pervade its complexity and specificity and within an effort to reflect on the historiographic procedure and its epistemology. Taking as its investigative focus evaluators’ views on the didactic collections, I intend to understand these subjects’ actions from the point of view of their professional positions, as well as of their primary condition as historians and of the context of their actions, which are implemented within the scope of a public policy. Considering the inherent plurality of the epistemological field of historical knowledge and the evaluators’ identities as historians, I aim to investigate to what extent this theoretical diversity marks their perspectives on the evaluated didactic collections. The investigation of the professional trajectories of evaluators constitutes one of the methodological tracks followed by this study, which intends mainly to identify historians’ links to the fields of History and History teaching. This analysis brought to the fore the evident diversity of formative and professional links maintained by the evaluators within the field of History, which makes possible to understand more clearly the diversity of views on the didactic collections, a diversity that can be identified in their reviews of the Guides to Didactic Books of PNLD/2005 and PNLD/2008, as well as on their individual analyses of didactic collections. The individual analysis of evaluators was developed through a close look on the evaluative files of both evaluation processes. This is another important methodological step, since the comparative analysis of these documents revealed plural and often divergent perspectives within and between the two sequential evaluation processes. It revealed especially the dialogues maintained between the different viewpoints, which were marked by argumentative disputes. The theoretical and methodological path followed in this dissertation makes evident the academic dimension of the evaluation process of didactic History books within the National Program of Didactic Books. The results of this research make possible, therefore, to understand the evaluation as an exercise in the production of historical knowledge, in

9 which the narrative disputes and diversified historical points of view overlap and delineate the evaluation of History didactic books.