Análise das atividades e da linguagem nos livros didáticos de História e Geografia da 9ª etapa da eja: Um olhar para a Educação Emancipadora

Abstract

This study aimed to analyze to what extent the language and activities proposed in the History and Geography textbooks of the 9th stage of Youth and Adult Education (EJA), from the Novo Futuro collection, contribute to or limit the construction of an emancipatory education. The research is characterized as qualitative, as it seeks to understand educational phenomena in their complexity, considering subjects, sociocultural contexts, and multiple interpretations. Its purpose is exploratory, by investigating a still underexplored field within the EJA context; explanatory, by examining how discursive practices present in textbooks may foster or restrict emancipatory processes; and methodological, by adapting and applying a systematized content analysis model based on Valentim da Silva (2019). The research results were analyzed through three complementary analytical axes: the cognitive analysis of exercises, grounded in the Revised Bloom’s Taxonomy (Anderson et al., 2001), which enabled the identification of cognitive complexity levels required by the activities — remembering, understanding, applying, analyzing, evaluating, and creating; the identification of emancipatory categories, including identity, empowerment, and critical thinking, supported by theoretical frameworks on emancipatory education and critical citizenship formation; and the identification of citizenship profiles, according to Westheimer and Kahne (2004), allowing the recognition of personally responsible, participatory, and justice-oriented citizenship models within the analyzed textbooks. The findings indicate that the analyzed textbook presents partial yet significant alignment with pedagogical guidelines for Youth and Adult Education by promoting critical thinking, social participation, and higher-order cognitive development. However, challenges remain related to the invisibilization of local knowledge and the persistence of curriculum references marked by hegemonic epistemologies, highlighting the need to strengthen intercultural and decolonial perspectives. Although the material advances toward a problem- posing educational approach, its emancipatory potential depends on reinforcing identity dimensions and valuing learners’ diverse historical and territorial experiences in order to consolidate critical, participatory, and socially transformative citizenship education.