Facetas da relação família-escola: a representação das famílias nos livros didáticos

Abstract

The family is not a natural phenomenon. As a human construct, its delineation and understanding are mutable. Increasingly diversified, the so-called "family models" differ in their configurations and functioning, which is why it is important to understand and analyze how the family has been approached in schools. In the search for evidence of its approach, the analysis of adopted textbooks seems promising, considering that it reveals part of the content developed in the schooling process. Present in schools since the mid-1980s, distributed free of charge by the National Textbook Program - PNLD, the use of the material is an significant indicator of the content developed in classrooms. From this perspective, this article presents the course and results of the investigation developed from the documentary analysis of textbooks from the early years of Elementary School in two municipal schools in São Carlos/SP. The objective was to analyze how the family has been approached and represented, both verbally and visually, in the textbooks. The analysis reveals that the representations in images and texts related to families and gender roles largely reinforce historically consolidated stereotypes. However, there is an openness to a significant increase in the representation of the father figure as also responsible for household and childcare, and, although timid, the presence of other family models beyond the traditional one.