Educação emancipadora: uma análise de livros didáticos de língua portuguesa do 3º ao 5º ano do ensino fundamental

Abstract

This dissertation, developed within the Graduate Program in Education at Federal University of Amazonas, investigated the emancipatory potential of textbooks from the National Textbook and Teaching Material Program (PNLD), used in 3rd to 5th grade elementary school classes in the municipal and state school systems of Itacoatiara. The study was guided by the following research problem: do these materials possess emancipatory potential? To answer this question, the specific objectives were to analyze the ideological, cognitive, and citizenship dimensions of the textbooks; evaluate the criteria that define the content as favorable or unfavorable to emancipatory literacy; and identify the citizen profile fostered by the material. The theoretical framework was based on Paulo Freire’s Critical Pedagogy, Emancipatory Literacy, and Historical-Cultural Theory. Methodologically, content analysis was employed in the textbook collection A Conquista (FTD/2021), using coding frameworks grounded in the revised Bloom’s Taxonomy and the model proposed by Westheimer and Kahne (2004). The results revealed that most activities were limited to lower cognitive levels (remembering/reproducing), with a low incidence of the categories Identity and Cognitive Empowerment. Although Critical Thinking showed some representativeness, this was mainly due to the indicator Contrast with Banking Education, with little encouragement toward Social Class Consciousness. It was concluded that, despite meeting formal requirements, the textbooks demonstrate weaknesses in valuing Amazonian regional identities and limitations in their formative potential, pointing to a citizen profile characterized by occasional active participation but reduced critical and social awareness.