The movement that drove the present reflection, presupposes the analysis of the changes and permanences of the contents of ethnic-racial matrix present in the Portuguese textbooks, more specifically, three collection of manuals from the 1960s, 1990s and 2020s, equivalent to the current 7º, 8º and 9º years of schooling degrees. The theoretical perspective of coloniality/decoloniality proposed by the Modernity/Coloniality group support this discussion, since we use these theories to reflect on the changes or permanences in the contents of ethnic-racial matrix present in these textbooks. The analysis will focus on collections of manuals of the aforementioned decades guided by the following research question: Why is the study of ethnic-racial issues in the manuals are important for the historical understanding of the present time? The research methodology will be guided by mixed methods (qualitative and quantitative), starting from indications of coloniality or decoloniality in the contents related to ethnic and racial issues. The study of the data will be supported by the content analysis for the review of the manuals, as well as in the index model proposed by Ginzburg, which serve for the inquiry thought from clues that signal ways of understanding the images and texts.

We understand that the school manual is a tool of fundamental importance in teaching life and for historical education, so we chose to take a look at this material in our analysis and reflection. Through the manual, visions and conceptions of the world are built. For some students, the first contact with parallel realities and unrelated to their own, arises in the reading and observation of the manuals.

However, before the study of the manuals, our focus will be on analyzing the history curriculum programs remaining. We start from the 1960s, with the final years of the authoritarian regime started in 1926. Our interest is directed towards understanding how the curricular programs are democratized after the end of the authoritarian regime in 1974, and then, to return to the manuals of the 1990s, looking for signs of changes or permanence in the ways in which the contents of an ethnic-racial character are addressed in the school manuals. Finally, we take a look at the 2020 manuals, aiming to perceive the dimension of the changes in relation to the collections of previous years.

The possibilities of reproducing a new school curriculum, based on analyses and debates that reproduce and propagate the decolonial project, go through to the school space. In this way, teacher qualification through study days, or even the expansion of the possibilities of access to materials that permeate the theme, contribute substantially to the continuity of the decolonization of the school curriculum.

We emphasize, therefore, that the constructions of knowledge about social phenomena need to be considered in their collective importance and singular contexts. This includes treating social problems in a comprehensive and equitable way, in the sense of respect for diversity. After all, every act of educating is a political act and, therefore, both research and teaching are not neutral or impartial.

O movimento que impulsionou a presente reflexão, pressupõe a análise das mudanças e permanências dos conteúdos de matriz étnico-raciais presentes nos manuais escolares portugueses, mais especificamente, uma coleção de manuais da década de 1960, outra da década de 1990 e uma última da década de 2020, para os graus equivalentes aos atuais 7º, 8º e 9º anos de escolaridade. A perspectiva teórica da colonialidade/decolonialidade propostas pelo grupo Modernidade/Colonialidade embasam e sustentam esta discussão, uma vez que, nos utilizamos destas teorias para refletir acerca das mudanças ou permanências nos conteúdos de matriz étnico-raciais presentes nas referidas obras. A análise incidirá sobre coleções de manuais das referidas décadas orientada pela seguinte questão de pesquisa: Por quê o estudo das questões étnico-raciais nos manuais é importante para a comppreensão histórica do tempo presente? A metodologia da pesquisa será orientada por métodos mistos (qualitativos e quantitativos), partindo de indícios de colonialidade ou decolonialidade nos conteúdos relacionados com questões étnicas e raciais. O estudo dos dados será apoiado na análise de conteúdo para a revisão dos manuais, bem como no modelo indiciário proposto por Ginzburg, que servem para a inquirição pensada a partir de pistas que sinalizam modos de compreender as imagens e os textos.

Compreendemos que o manual escolar é uma ferramenta de fundamental importância na vida docente e para a educação histórica, por isso escolhemos lançar olhares a este material em nossa analise e reflexão. Por meio do manual, são construídas visões e concepções de mundo. Para alguns alunos, o primeiro (e algumas vezes único) contacto com realidades paralelas e alheias a sua própria, surge na leitura e observação dos manuais.

Entretanto, antes do estudo dos manuais, nosso enfoque será em analisar os programas curriculares de história em vigor. Partimos da década de 1960, com os anos finais do regime autoritário iniciado em 1926. Nosso interesse está direcionado no sentido de entender como os programas curriculares se democratizam após o fim do regime autoritário em 1974, para então, voltarmos aos manuais da década de 1990, procurando sinais de mudanças ou permanências nas formas como os conteúdos de caráter étnico-raciais são abordados nos manuais escolares. Por fim, lançamos um olhar aos manuais de 2020 (certificados entre 2001 e 2003), visando perceber a dimensão das mudanças com relação as coleções dos anos anteriores.

As possibilidades em reproduzir um novo currículo escolar, pautado em análises e debates que reproduzam e propagem o projeto decolonial, transpassam ao espaço escolar. Desta forma, a qualificação docente através de jornadas de estudo, ou ainda a ampliação das possibilidades de acesso a materiais que permeiam o tema, contribuem de maneira substancial para a continuidade da descolonização do currículo escolar.

Salientamos, portanto, que as construções dos conhecimentos sobre os fenómenos sociais precisam ser consideradas na sua importância coletiva e contextos singulares. Isso compreende tratar os problemas sociais de maneira abrangente e equitativa, no sentido do respeito às diversidades. Afinal, todo ato de educar é um ato político e, portanto, tanto as pesquisas quanto à docência não são neutras nem imparciais.

As part of a process of renewal and thematic expansion, the field of the history of education has incorporated research on the editorial question into its study agenda in recent years (Roldán Vera, 2003; Brugaletta, 2020; de Almeida Toledo, 2018). These studies are motivated, among other things, by questions regarding the transnational circulation of knowledge, given that books were privileged mediums for the transmission, circulation, and reception of ideas about education and pedagogy. This presentation introduces the initial approaches of an investigation aimed at exploring the acquisition policy for bibliography at the National Teacher's Library (BNM). The temporal focus is because the Library, although its origins date back to 1870, only began to be organized institutionally and with professional criteria in the early years of the 20th century. Some of the questions guiding this inquiry relate to whether there was an explicit and planned book purchasing policy, understanding how the library's bibliographic collection was formed, and learning about its origin. During that time, the book market was mainly organized based on imports from Europe. The local industry, still in its infancy, did not cover all the needs of an expanding school system. Many books were imported from countries such as Spain and France.The National Teacher's Library, located in Buenos Aires, Argentina, was part of the mass schooling process promoted by the Argentine state in the 1880s, especially after the enactment of Law 1420 (Arata, 2014). Institutionally, it depended on the National Council of Education (CNE). The BNM, along with El Monitor de la Educación Común (the magazine that served as the official dissemination organ of the CNE), were two major state policies aimed at the reading of teachers who were beginning their training in normal schools. In these institutions created during those years, the teaching profession had to be educated according to the criteria of modern pedagogy, replacing the craft teacher with a certified teacher. For this, it was essential to have an updated library according to the most modern scientific approach to pedagogy, psychology, and education. However, not everything was the same. For example, the director of the library between 1906 and 1914, Amador Lucero, stated in a report on popular school libraries submitted to the president of the CNE that Spanish bibliography, in contrast to the French, was part of a "library of bad translations or worse compilations." He even went so far as to advocate for teaching in French in normal schools as a way to overcome this problem. In summary, this presentation proposes to address an aspect of the transnational circulation of knowledge through the study of the bibliography that constituted the collections of the BNM in the early decades of the 20th century.

Como parte de un proceso de renovación y ampliación temática, el campo de la historia de la educación ha incorporado en su agenda de estudios en los últimos años investigaciones sobre la cuestión editorial (Roldán Vera, 2003; Brugaletta, 2020; de Almeida Toledo, 2018). Estos estudios están motivados, entre otras, por las preguntas en torno a la circulación transnacional del conocimiento, en tanto que los libros fueron soportes privilegiados para la transmisión, circulación y recepción de ideas sobre educación y pedagogía. Esta ponencia presenta las primeras aproximaciones de una investigación que tiene por objetivo indagar sobre la política de adquisición de bibliografía de la Biblioteca Nacional del Maestro (BNM). El recorte temporal se debe a que la Biblioteca, si bien sus orígenes se remontan al año 1870, recién comenzó a organizarse institucionalmente y con criterios profesionales en los primeros años del siglo XX. Algunas de las preguntas que guían esta indagación se relacionan con conocer si hubo una política explícita y planificada de compra de libros, saber cómo estuvo formado el acervo bibliográfico de la biblioteca, así como conocer su procedencia. Durante esa época, el mercado de libros estaba organizado principalmente en base a las importaciones provenientes de Europa. La industria local, muy incipiente, no cubría la totalidad de las necesidades de un sistema escolar en expansión. Muchos libros eran importados de países como España y Francia. La Biblioteca Nacional del Maestro, situada en la Ciudad de Buenos Aires de la República Argentina, fue parte del proceso de escolarización masiva impulsado por el Estado argentino en la década de 1880, especialmente a partir de la sanción de la ley 1420 (Arata, 2014). Institucionalmente, dependía del Consejo Nacional de Educación (CNE). La BNM, Junto con El Monitor de la Educación Común (la revista que funcionaba como órgano oficial de difusión del CNE), fueron dos de las grandes políticas estatales destinadas a la lectura de las maestras y los maestros que comenzaban a formarse en las escuelas normales. En esas instituciones, creadas en aquellos años, debía educarse al magisterio según los criterios de la pedagogía moderna, reemplazando al maestro de oficio por un maestro titulado. Para eso era imprescindible contar con una biblioteca actualizada según el enfoque científico más moderno de la pedagogía, la psicología y la educación. Sin embargo, no todo daba lo mismo, no todo era igual. Por ejemplo, el director de la biblioteca entre 1906 y 1914, Amador Lucero, decía en un informe sobre bibliotecas escolares populares elevado al presidente del CNE que la bibliografía española, en contraste con la francesa, era parte de una “librería de malas traducciones o de recopilaciones peores”. Incluso hasta llegó a defender la enseñanza en francés en las escuelas normales como vía para sortear ese problema. En síntesis, en esta ponencia proponemos abordar un aspecto de la circulación transnacional del conocimiento a partir del estudio de la bibliografía que conformó los fondos de la BNM en las primeras décadas del siglo XX.

Between 1922 and 1923, around 2,300 Latvian Baptist Protestants emigrated to Brazil, establishing themselves in the Oeste Paulista region, within 2,000 bushels of privately acquired native forest. This settlement, named Varpa, witnessed the founding of a printing press, where the magazine Jaunais Lihdumneeks (Young Pathfinder) was published from 1926 to 1930. The objective of this research is to comprehend the health education publications in Jaunais Lihdumneeks in the context of the health policies of the 1920s, specifically the Carlos Chagas Reform. To support document analysis, we applied Chartier (1990) and Martins and Luca (2012) to understand the role of the press in shaping social representations and disseminating perspectives, aiming to grasp how the editors presented healthcare from the contemporary sanitary viewpoint. We identified 12 texts addressing disease prevention and treatment, with some translated from Portuguese into Latvian by the printing team. These texts covered tropical diseases such as malaria and yellow fever, as well as parasitic diseases like leishmaniasis and hookworm. Additionally, topics included snakebites, and preventive measures like footwear use and dental care. Only two texts attributed authors, one of which was written by Dr. Belisário Penna on Ancylostomiasis. In the late 19th and early 20th centuries, a governmental movement emerged to combat epidemics, given their direct impact on rural workers and the consequential effect on coffee exports, a vital economic activity in the country. Health campaigns of that time followed a repressive force model, establishing health standards and measures through the creation of the Sanitary Police. The Carlos Chagas Reform in 1921 intensified the efforts of the National Department of Public Health, aiming to instill a "sanitary conscience" in the population via a cadre of health professionals enforcing strict adherence to established rules. Among the proponents of this movement was Dr. Belisário Penna, a sanitary doctor and eugenicist, who strongly advocated for hygiene education. In 1923, he authored a paper titled "Higiene para o povo. Amarelão e Maleita," and we posit that this material served as the foundation for the Ancylostomiasis text (commonly known as “Amarelão”) presented in the magazine. Consequently, we interpret that the health texts published in Jaunais Lihdumneeks aligned with the contemporaneous health guidelines, seeking to mitigate the health challenges faced by these immigrants, despite their distance from urban centers in a difficult-to-access region. The press serves as a potent influencer of representations and knowledge, acting as a conduit for readers to connect with the world through printed letters for centuries. Newspapers are therefore recognized as opinion-shaping tools and information disseminators, possessing the potential to drive socio-cultural changes over time. Through these publications, immigrants may have been guided toward behaviors considered appropriate by the sanitary and hygienist movement entrenched in the country.

Entre 1922 e 1923 emigram para o Brasil aproximadamente 2.300 letões, protestantes batistas, que se estabeleceram na região do Oeste Paulista, numa área de 2.000 alqueires de mata nativa que adquiriram de forma privada. Esta colônia foi denominada Varpa e um grupo fundou uma tipografia onde publicaram a revista Jaunais Lihdumneeks (Jovem Desbravador) no período de 1926 a 1930. A investigação realizada tem o objetivo de compreender as publicações referentes à educação em saúde na revista Jaunais Lihdumneeks frente às políticas sanitaristas estabelecidas pelo governo nos anos de 1920 através da Reforma Carlos Chagas. Para subsidiar a análise dos documentos nos apoiamos em Chartier (1990) e Martins e Luca (2012) o entendimento de como a imprensa atua na construção de representações sociais e disseminação de perspectivas e opiniões, de modo a compreender como os editores apresentaram os cuidados em saúde na perspectiva sanitarista da época. Foram identificados 12 textos direcionados à prevenção de doenças e seus tratamentos, alguns traduzidos do português para o letão pela equipe da tipografia. Os textos abordavam as doenças tropicais como Malária e Febre Amarela, mas também parasitoses como a Leishmaniose e Ancilostomose, agravos como os acidentes ofídicos, e prevenção às doenças com o uso de calçados e cuidados com os dentes. Somente em dois textos os autores foram apresentados, sendo um de autoria do médico Belisário Penna sobre Ancilostomose. No final do século XIX e início do XX foi iniciado um movimento do governo de combate às epidemias pois afligia diretamente os trabalhadores de áreas rurais, afetando a exportação de café, que era uma das atividades econômicas mais importantes do país. As campanhas sanitárias à época seguiam o modelo de força repressiva pela imposição de normas e medidas de saúde com a criação da Polícia Sanitária. A Reforma Carlos Chagas em 1921 intensificou as ações do Departamento Nacional de Saúde Pública que visava criar na população uma “consciência sanitária” através de um exército de profissionais de saúde, que fiscalizavam o cumprimento rigoroso das normas estabelecidas. Entre os apoiadores deste movimento estava Belisário Penna, que era médico sanitarista, eugenista e apoiava fortemente a necessidade de aplicação da educação higiênica. Em 1923 escreveu o trabalho intitulado “Higiene para o povo. Amarelão e Maleita” e.acreditamos que esse material tenha sido a base para o texto sobre Ancilostomose (popularmente conhecida como Amarelão) apresentado na revista. Assim, compreendemos que os textos sobre saúde publicados no Jaunais Lihdumneeks acompanharam os direcionamentos sanitários instalados à época, buscando minimizar as complicações de saúde destes imigrantes, mesmo distanciados de centros urbanos e em uma região de difícil acesso. A imprensa é uma forte estabelecedora de representações e saberes, sendo por muitos séculos a fonte de conexão do leitor com o mundo pelas letras impressas. Assim, entende-se que os jornais são ferramentas de formação de opinião, bem como disseminadoras de informação, com capacidade de promover mudanças socioculturais ao longo do tempo. Através destas publicações, os imigrantes podem ter sido direcionados às condutas consideradas adequadas pelo movimento sanitarista e higienista instalado no país.

The process of colonization of Latin America and the Caribbean by European nations brought to history some inventions that permeate the formation it individuals to this day. Among these, we can highlight the invention of the idea of race, the invention of historicization based on Eurocentric events, the invention of knowledge, and the invention of what characterizes, or not, a people as civilized. Thus, from the 15th century of the common era, the existence of two worlds (the civilized and the yet-to-be civilized) reconfigures not only global geopolitics but also the need to redefine the search for and accumulation of wealth. To question the modus operandi and modus vivendi that colonization processes left in Latin American countries, a discussion group was organized at the Central University of Venezuela and promoted by CLACSO (Latin American Council of Social Sciences). This group brought together names that headed the so-called Modernity/Coloniality group, which aimed to discuss the new social, economic, and epistemological paradigms necessary for a "redemocratized" Latin America. In this context we take two areas that will have the function of deconstructing or that a Eurocentric episteme had been constructed until then: decoloniality and decolonial ontology. The first takes as its theoretical basis the thought of the Peruvian economist Aníbal Quijano, who laid the first foundations of this discussion in an article published in 1992 in the review Perú Indigena. The second, guided by Enrique Dussel, adopted hermeneutics as its principle, in addition to essential points arising from his theological studies. For Dussel, one of the emerging tasks that Latin Americans need to carry out is the process of rescuing their autochthonous ontology. Thus, in the last three decades, the so-called decolonial theory began to play a fundamental role in discussions of social movements, and issues linked to gender, race, and ethnicity, as well as in educational research. So, the scope of this paper is to present and discuss from a decolonial perspective the process of epistemic resignification that occurred in the curriculum of the State of São Paulo from the 1990s onwards. To this, we used the Discourse Analysis methodology in the French approach to extract and interpret the ideological aspects that guided what we defend here. As a result, we obtained that: i. The São Paulo curriculum maintains in its discourse the Eurocentric perspective of knowledge, i.e, sui generis knowledge considered valid must follow European assumptions; ii. Cultural production and erasure were the two guiding lines of the curricular guidelines and curricula of the State of São Paulo in the last thirty years; iii. There is no explicit movement in the documents aimed at rescuing São Paulo's autochthonous cultures. Thus, we conclude that the process of epistemic resignification in the curricular documents considered is almost null, and a degree of urgency is indicated when we consider the aspects of cultural diversity that Brazil presents, that is, there is still a considerable nullification of cultures manifested by the documents curriculum to the detriment of a Eurocentric epistemology.