Os Eixos que se cruzam (e permanecem): o risco da história única no ensino de História do Distrito Federal

Abstract

This research aims to analyze the narrative axes present in the teaching of the History of the Federal District as depicted in school textbooks, identifying elements of a dominant historical culture and counter-narratives related to Brasília's history. Three textbook collections were analyzed: two widely adopted through the National Textbook Program (PNLD) between 2010 and 2015, and a third extensively used in private schools since 2002. These textbooks, currently discontinued, constitute remnants of school material culture, revealing what was once intended to be taught about the past of the Federal District. The study begins by examining how an official, hegemonic narrative about Brasília was constructed within historiography and how it was later challenged by other historiographical movements. Four key characteristics of this dominant narrative were identified—referred to as narrative axes—and used as analytical categories to examine the collections, highlighting both their continuities and ruptures. The methodology employed was content analysis, emphasizing similarities and differences among the collections and identifying traces of permanence and divergence from a "single history" of Brasília. Finally, five thematic workshops are proposed, based on the methodology of “History Workshops,” centered on the analysis of historical documents by students. The activities address topics such as migration, pre-existing populations, female invisibility, forced evictions, and police violence, aiming to foster critical learning about both the local past and the processes of historical knowledge production. This dissertation thus contributes to the teaching of the History of the Federal District in basic education by problematizing and overcoming traditional hegemonic representations