Didática de história e a ditadura civil-militar: estudo comparativo dos livros didáticos do terceiro ano do ensino médio (2016-2020)

Abstract

This article aims to conduct a comparative analysis of representations of the Brazilian civil-military dictatorship (1964–1985) in two high school textbooks: História: Passado e Presente (2016) and Moderna Plus (2020). The adopted methodology is based on Comparative History, as proposed by José D’Assunção Barros (2007), and on the theoretical framework regarding textbooks and historical memory developed by Alain Choppin (2002), Cerri (2010), and Halbwachs (2003). Additionally, Napolitano (2014) and Motta (2018) contributed theoretical insights on the dictatorship period in Brazil. The results reveal significant differences between the analyzed approaches, particularly concerning the critical treatment of 1964, the depth of discussion on repression and resistance, the presence of didactic resources, and the connection between memory and human rights.