A invisibilidade das mulheres negras nos livros didáticos e o potencial decolonial da coleção antiprincesas

Abstract

This dissertation investigates the invisibility of Black women in History textbooks used in Brazilian lower secondary education and analyzes the decolonial potential of the Antiprincesas Collection as a pedagogical tool for the construction of more plural, critical, and anti-racist educational practices. The research originates from a concern arising in the school context, specifically from a Black student’s questioning of her absence in History textbooks, which highlights the symbolic and pedagogical impacts of structural silencing within hegemonic historical narratives. Thus, the central objective of this study is to understand how History textbooks reproduce the erasure of Black women and how alternative narratives, such as those proposed by the Antiprincesas Collection, can contribute to breaking with the Eurocentric, colonial, and androcentric logic that predominates in History teaching. Methodologically, this is a qualitative study of bibliographic and documentary nature, combining theoretical review with the analysis of History textbooks approved by the Brazilian National Textbook and Teaching Material Program (PNLD) between 2014 and 2023. The analysis considers not only the quantitative presence of Black women, but primarily the modes of representation, the discursive positions they occupy, and the meanings produced in the process of constructing the textbook as a cultural artifact. The theoretical framework draws on intersectionality (Crenshaw), Black feminism (hooks), the coloniality of power and gender (Quijano and Lugones), studies on representation (Chartier), and educational frameworks for ethnic-racial relations, particularly grounded in Laws 10.639/2003 and 11.645/2008.The dissertation also presents an educational product: a pedagogical guide designed for History teachers. This material proposes new pedagogical approaches to working with diversity, Black identity, and female representations, articulating theory and practice to foster the development of critical historical consciousness. The expected results include expanding the debate on the limitations of traditional textbooks, exposing the mechanisms of silencing that affect Black women, and offering decolonial alternatives for History teaching. Furthermore, the study aims to strengthen pedagogical practices that value Black female protagonism and promote positive student identification, contributing to a more democratic, anti-racist, and socially grounded school environment.