This proposal outlines the development of a history workshop for secondary schools centered around the examination of two rewrites of "The Adventures of Pinocchio" published during the era of Italian colonialism: "Pinocchio in Africa: A Book for Children" (1907) by Eugenio Cherubini, a writer focused on childhood and adolescence, and "Pinocchio in America" (1928) by Angelo Patri, an educator and school principal in the United States. Cherubini's rendition of Pinocchio narrates the tale of a puppet disenchanted with school life who eventually joins a circus comprised of animal men from the African continent. Driven by his insatiable craving for wealth and power, Pinocchio embarks on a journey to Africa, a land depicted as inaccessible and perilous. There, he encounters unfamiliar cultures deemed primitive and uncivilized, unwittingly assuming the role of a colonizer and eventually becoming their king. Patri's version follows Pinocchio's journey from Africa to Italy and recounts his impromptu decision to venture to America. Pinocchio's exploits unfold as those of an Italian colonist discovering the marvels of the new land, only to return to Italy motivated by his affection for Geppetto and his homeland. The objective of this intervention is to showcase how the teaching of history can employ children's literature to facilitate a multidisciplinary exploration of Italian colonialism. By analyzing these narratives, students can gain insight into the roots of racism and discrimination embedded within contemporary historical trajectories and contribute to their deconstruction in societal consciousness. The various phases of Italian colonization in East Africa (1881-1940) significantly impacted the nations involved, shaping political, economic, and social landscapes. The colonial process often entailed the exploitation of local resources, suppression of indigenous populations, erosion of political and cultural autonomy, as well as violence and systematic discrimination against African nations striving for independence. These events constitute a pivotal chapter in global history and relations in the 20th century. The proposed Teaching Educational History Workshop aims to engage high school students in collective reflection and knowledge-building activities. Through shared readings and discussions, students will explore historical events depicted in the texts, critically analyzing the actions of Pinocchio as a symbol of aggressive colonization. By deconstructing stereotypes, prejudices, and ideologies, participants will investigate histories and cultures different from their own, fostering a deeper understanding of Italy's colonial past and its implications on contemporary society. Ultimately, this workshop seeks to empower students to challenge and dismantle colonial narratives, promoting a more inclusive and equitable understanding of history.

In 1519, a group of Spaniards landed on the shores of the territory that now comprises Mexico. After forming alliances with indigenous groups, the Spanish soldiers managed to defeat the Mexicas in 1521, giving rise to New Spain. This period spanned from 1519 to 1810, and reflection on this era has sparked ongoing debates about the origin of the Mexican nation and national identity throughout history. In this presentation, I will reflect on this topic in school textbooks. Before the establishment of the Libros de Texto Gratuitos (LTG) in 1959, school manuals presented various perspectives on national origin, some pro-Hispanic and others indigenous. However, in 1959, the LTG, established by the Comisión Nacional de Libros de Texto Gratuitos (CONALITEG), standardized school historiography, providing a single historical narrative for the teaching of history in all public schools in the country. Textbooks have referred to this period as "The Colony," "Colonial Mexico," "The Viceroyalty," or the "Colonial Past." These representations constructed a specific view of colonialism in Mexican history that, although uniform, evolved over different generations of LTG. In this presentation, I analyze how the period under Spanish rule was constructed in the school historiographies of the fourth-grade LTG generations of 1960, 1962, and 1972. I study, in a comparative manner, how this stage was interpreted in relation to the perspectives of the authors, curriculum plans, and the political interests of their time. The methodology follows the principles of manualistics, addressing the design, production, and circulation of knowledge in school manuals. The categories of analysis include: 1) otherness (Peled-Elhanan, 2012); 2) historical causality (Burke, 1993); 3) textual analysis (Valls, 2008); 4) image in school texts (Malosetti, 2022; Cruder, 2017; Amalvi, 1979); 5) (re)construction of history (Oteiza & Pinto, 2011); and 6) historiographical operation (Roldán, 2012). The research results suggest that the view of colonialism among different generations of LTG transitioned from an individual historical perspective to a social one, from constructing an "other" enemy as the antithesis of the nation to seeking a more conciliatory vision, in line with a growing aspiration for historical "objectivity." Additionally, there was a notable progress in constructing narratives suitable for the age levels proposed by the school grades.

En 1519, un grupo de españoles desembarcó en las costas del territorio que hoy compone México. Tras establecer alianzas con grupos autóctonos, los soldados españoles lograron derrotar a los mexicas en 1521, dando origen a la Nueva España. Este periodo abarcó desde 1519 hasta 1810, y la reflexión sobre ese periodo ha generado constantes debates sobre el origen de la nación mexicana y la identidad nacional a lo largo de la historia. En esta ponencia reflexionaré sobre esta temática en los manuales escolares. Antes del establecimiento de los Libros de Texto Gratuitos (LTG) en 1959, los manuales escolares presentaban diversas perspectivas sobre el origen nacional, algunas pro-hispanistas y otras indigenistas. Sin embargo, en 1959, los LTG, establecidos por la Comisión Nacional de Libros de Texto Gratuitos (CONALITEG), estandarizaron la historiografía escolar, proveyendo un único relato histórico para la enseñanza de la historia en todas las escuelas públicas del país. Los manuales escolares han llamado a este periodo “La colonia”, “México virreinal”, “El virreinato” o el “pasado colonial”. Estas representaciones construyeron una visión específica del colonialismo en el pasado mexicano que, aunque uniforme, fue evolucionando a lo largo de las distintas generaciones de LTG. En esta ponencia analizo cómo se construyó el periodo bajo el dominio español en las historiografías escolares de los LTG de historia de cuarto grado de las generaciones de 1960, 1962 y 1972. Estudio, de manera comparada, cómo se interpretó esta etapa en relación con las perspectivas de los autores, los planes de estudio y los intereses políticos de su tiempo. La metodología sigue los principios de la manualística, abordando el diseño, producción y circulación de saberes en el manual escolar. Las categorías de análisis incluyen: 1) alteridad (Peled-Elhanan, 2012); 2) causalidad histórica (Burke, 1993); 3) análisis textuales (Valls, 2008); 4) imagen en textos escolares (Malosetti, 2022; Cruder, 2008; Amalvi, 1979); 5) (re)construcción histórica (Oteiza & Pinto, 2011); y 6) operación historiográfica (Roldán, 2012). Los resultados de la investigación sugieren que la visión del colonialismo entre las distingas generaciones de LTG transitó de una perspectiva histórica individual a una social, de la construcción de un “otro” enemigo como antítesis de la nación a la búsqueda de una visión más conciliadora, a tono con una creciente pretensión de “objetividad” histórica. Además, se observó un notable progreso en la construcción de las narrativas acorde a las edades infantiles propuestas por los grados escolares.

Different signs seem to signal the tensions that the historiographic field has suffered theoretically and methodologically since the second half of the 20th century. Whether due to the contributions brought by new lines of research, such as the History of the Present Time, New Cultural History and Decolonial History or due to the fissures that underlie this process, which led to the problematization of Eurocentrism (Seth, 2022; Mbembe, 2014), gender issues (Perrot, 1988; Lugones, 2014), racism and its different conceptions (Gonzales, 1984; Trouillot, 2016). As several authors have highlighted, the idea of a modern and Western reason based on the universalism of the white-European male subject is a tradition that presupposes an a priori epistemic privilege (Seth, 2022). This vision was constituted from narratives that endorse differences through discourses of inferiorization and silencing of non-hegemonic and non-white knowledge, which in turn poses the challenge of dismantling power-knowledge structures. (Trapp, 2019). In this sense, this communication will present some preliminary results of a doctoral project in History that seeks to understand how educational policies for the inclusion of ethnic-racial minorities have become more dynamic in school cultures and in the teaching of History in Portugal and Brazil (1986-2018). This qualitative investigation focuses on a multiple case study conducted in Portuguese and Brazilian schools to understand the representations that social agents (directors, history teachers, and ninth-grade students) attribute to educational practices that seek to address these norms. As for historical sources, we highlight: 1) legal devices; 2) oral reports from history teachers. Here, we prioritize the perceptions of teachers to identify and understand how they construct their historical narratives, that is, how they historically explain different topics covered in class, as these explanations undoubtedly reveal the appropriations and reworkings made around historical knowledge. Theoretical dialogue takes place in the field of education with critical race theory (Gillborn, 2006; Ladson-Billings, 2021) and history teaching (Grever & Adriaansen, 2017; Clark & Peck, 2018). The practical contributions of this work point to the dynamics of continuity and change, the instrumentalizations and reconfigurations of concepts and models of inclusion for ethnic-racial minorities, especially multiculturalism and interculturality. Evidence also reveals that concomitant with this process of managing cultural diversity, there has been a depoliticization of the racial issue in the norms and perceptions presented by the majority of participants who, although they recognize working in multicultural environments, do not identify the intersectionalities (race, class, and gender) present in our societies. In this sense, the search for transnational dialogue aimed to promote a reflection on how models of inclusion have been constituted and translated in the two countries. Not only interested in similarities but especially in differences.

Diferentes indícios parecem sinalizar as tensões que o campo historiográfico vem sofrendo teórica e metodologicamente desde a segunda metade do século XX. Seja pelas contribuições trazidas por novas linhas de pesquisa, como a História do Tempo Presente, a Nova História Cultural e a História Decolonial, seja pelas fissuras que fundamentam esse processo, que levaram à problematização do eurocentrismo (Seth, 2022; Mbembe, 2014), das questões de género (Perrot, 1988; Lugones, 2008), do racismo e suas diferentes concepções (Gonzales, 1984; Trouillot, 2016). Como vários autores destacaram, a ideia de uma razão moderna e ocidental baseada no universalismo do sujeito masculino branco-europeu é uma tradição que pressupõe um privilégio epistêmico a priori (Seth, 2022). Esta visão foi constituída a partir de narrativas que endossam as diferenças através de discursos de inferiorização e silenciamento do conhecimento não-hegemônico e não-branco, o que por sua vez coloca o desafio de desmantelar as estruturas de poder-conhecimento. (Trapp, 2019). Neste sentido, esta comunicação apresentará alguns resultados preliminares de um projeto de doutoramento em História que procura compreender como as políticas educativas de inclusão de minorias étnico-raciais se dinamizaram nas culturas escolares e no ensino de História em Portugal e no Brasil (1986-2018). Esta investigação qualitativa centra-se num estudo de caso múltiplo realizado em escolas portuguesas e brasileiras com o objetivo de compreender as representações que os agentes sociais (diretores, professores de história e alunos do nono ano) atribuem às práticas educativas que procuram dar resposta a essas normas. Quanto às fontes históricas, destacamos: 1) dispositivos legais; 2) relatos orais de professores de história. Aqui, priorizamos as percepções dos professores para identificar e compreender como eles constroem suas narrativas históricas, ou seja, a forma como explicam historicamente os diferentes temas abordados em aula, pois essas explicações revelam, sem dúvida, as apropriações e reelaborações feitas em torno do conhecimento histórico. . O diálogo teórico ocorre no campo da educação com a teoria racial crítica (Gillborn, 2006; Ladson-Billings, 2021) e com o ensino de história (Grever & Adriaansen, 2017; Clark & ​​Peck, 2018). As contribuições práticas deste trabalho apontam para as dinâmicas de continuidade e mudança, as instrumentalizações e reconfigurações de conceitos e modelos de inclusão para minorias étnico-raciais, especialmente o multiculturalismo e a interculturalidade. As evidências revelam também que concomitantemente a esse processo de gestão da diversidade cultural, tem havido uma despolitização da questão racial nas normas e percepções apresentadas pela maioria dos participantes que, embora reconheçam trabalhar em ambientes multiculturais, não identificam as interseccionalidades (raça, classe e gênero) presentes em nossas sociedades. Nesse sentido, a busca pelo diálogo transnacional teve como objetivo promover uma reflexão sobre como os modelos de inclusão têm sido constituídos e traduzidos nos dois países. Não apenas interessado nas semelhanças, mas principalmente nas diferenças.