Um olhar crítico sobre a arte grega nos livros do PNLD 2024-2027

Abstract

In this undergraduate thesis, I investigate how narratives are constructed in textbooks and how they contribute to the consolidation of symbolic paradigms that shape the aesthetic and cultural formation of students in Basic Education in Brazil. Drawing on a qualitative methodology that articulates documentary analysis and critical discourse analysis, the study examines the PNLD, the BNCC, and fifteen Art textbooks, observing both the criteria used in image selection and the pedagogical discourses that accompany them. The theoretical framework is grounded in authors who discuss power, discourse, and cultural legitimation, such as Michel Foucault and Pierre Bourdieu, as well as scholars of ancient Mediterranean societies, including Paul Zanker (1990), Tonio Hölscher (2020), Jean-Pierre Vernant (1990), Mary Beard (2015), and Pedro Paulo Funari (2001; 2016; 2013). In the field of art education, the reflections of Ana Mae Barbosa (2005; 2010) and Fernando Hernández (2000) support a critical examination of teaching models still anchored in Eurocentric canons. Preliminary results indicate the existence of a pedagogy of consensus, in which the narrative on ancient Mediterranean antiquity is presented as universal and timeless, erasing differences, conflicts, and the social uses of art. By making the mechanisms of selection and exclusion present in these materials visible, the study contributes to the construction of more plural, contextualized, and critical pedagogical practices capable of problematizing the place of art history within school education.