Por que as narrativas nacionais permanecem? Revisão de literatura sobre novas perspectivas na pesquisa dos livros didáticos de história
DOI:
https://doi.org/10.47694/10.47694/issn.2674-7758.v2.i5.2020.3965Keywords:
Livro Didático de História, Didática, Narrativas Nacionais, Análises Holísticas, Ensino de História.Abstract
As narrativas nacionais servem frequentemente para mobilizar as massas para a guerra através de mitos e interpretações distorcidas do passado, enquanto as guerras funcionam como importantes fontes para a formação das narrativas nacionais. Como a história nacional normalmente permanece central no ensino de história, ainda que hoje de formas diversas de como se tratava o tema há 50 anos, é necessário compreender melhor estruturas e mecanismos subjacentes dessas narrativas nos livros didáticos de história. O presente artigo de revisão pretende delinear a interconexão histórica entre o nascimento dos estados nacionais e o ensino de história, assim como explicar a complexidade do livro didático de história como recurso educacional, para então identificar alguns problemas e desafios atuais para as pesquisas sobre os livros didáticos dessa disciplina. Evidenciaremos tendências promissoras das pesquisas, sobre narrativas nacionais conduzidas principalmente através da análise de imagens, da utilização de recursos digitais, e dos estudos sobre a autonomia da narrativa dos livros didáticos e da história dos livros didáticos em relação a outros meios de transmissão de conhecimento. Outro avanço recente na pesquisa dos livros didáticos é pensá-los de maneira holística. Estamos nos referindo aos estudos que consideram o livro didático como um todo: estrutura, periodização, intertextualidade das imagens e capítulos que, a princípio, parecem não estar centrados em uma história nacional. Estes estudos têm oferecido novas visões e explicações para a permanência das narrativas nacionais nos livros didáticos de história.
Downloads
Download data is not yet available.
References
Adriaansen, R.-J. (2015) The Rhythm of Eternity: The German youth movement and the experience of the past ,1900–1933. New York: Berghahn Books.
Albicher, A. (2012) Heimwee naar het heden: Betrokkenheid en distantie in het Nederlandse geschiedenisonderwijs (1945–1985). PhD thesis, University of Leuven.
Amin, S.N. (2014) ‘The impact of identity politics in challenging national narratives: A case study among Canadian Muslims’. Studies in Ethnicity and Nationalism, 14 (3), 418–35.
Anderson, M. (1996) Imposters in the Temple: A blueprint for improving higher education in America. Stanford, CA: Hoover Institution Press.
Apple, M.W. and Christian-Smith, L.K. (eds) (1991) The Politics of the Textbook. London: Routledge.
Barton, K.C. (2011) ‘Wars and rumors of war: The rhetoric and reality of history education in the United States’. In Taylor, T. and Guyver, R. (eds) History Wars and the Classroom: Global perspectives. Charlotte, NC: Information Age Publishing, 187–202.
Berger, S. (2007) ‘Writing national histories in Europe: Reflections on the pasts, presents, and futures of a tradition’. In Jarausch, K.H. and Lindenberger, T. (eds) Conflicted Memories: Europeanizing contemporary histories. New York: Berghahn Books, 55–68.
Berger, S. and Lorenz, C. (2008) ‘Introduction: National history writing in Europe in a global age’. In Berger, S. and Lorenz, C. (eds) The Contested Nation: Ethnicity, class, religion and gender in national histories.
Basingstoke: Palgrave Macmillan, 1–23. Brand, L.A. (2014) Official Stories: Politics and national narratives in Egypt and Algeria. Stanford: Stanford University Press.
Bukh, A. (2007) ‘Japan’s history textbooks debate: National identity in narratives of victimhood and victimization’. Asian Survey, 47 (5), 683–704.
Carretero, M. (2014) ‘History learning research in Spain and Latin America’. In Köster, M., Thünemann, H. and Zülsdorf-Kersting, M. (eds) Researching History Education: International perspectives and disciplinary traditions. Schwalbach: Wochenschau Verlag, 56–80.
Carretero, M., Asensio, M. and Rodríguez-Moneo, M. (eds) (2012) History Education and the Construction of National Identities. Charlotte, NC: Information Age Publishing.
Carretero, M. and van Alphen, F. (2014) ‘Do master narratives change among high school students? A characterization of how national history is represented’. Cognition and Instruction, 32 (3), 290–312.
Chapman, A. and Wilschut, A. (eds) (2015) Joined-Up History: New directions in history education research. Charlotte, NC: Information Age Publishing.
Connerton, P. (2008) ‘Seven types of forgetting’. Memory Studies, 1 (1), 59–71. COST Action IS 1205 (2016) ‘Agents through time: how do people “make history”? Final conference of COST Action IS 1205.’ Online. http://media.wix.com/ugd/0e5c62_d155af6496fd4ca1b6f0288d6daa7e2e.pdf (accessed 24 April 2017).
De Bruijn, P. (2014) Bridges to the Past: Historical distance and multiperspectivity in English and Dutch heritage educational resources. PhD thesis, Erasmus University Rotterdam.
De Keyser, R. (1998) ‘Schoolboekenhistoriografie: Een verkenning’. In Tollebeek, J., Verbeeck, G. and Verschaffel, T. (eds) De lectuur van het verleden: Opstellen over de geschiedenis van de geschiedschrijving aangeboden aan Reginald de Schryver. Leuven: Leuven University Press, 331–48.
Feldman, C.F. (2001) ‘Narratives of national identity as group narratives: Patterns of interpretive cognition’. In Brockmeier, J. and Carbaugh, D. (eds) Narrative and Identity: Studies in autobiography, self and culture. Amsterdam: John Benjamins Publishing Company, 129–44.
Fournier, J.E. and Wineburg, S.S. (1997) ‘Picturing the past: Gender differences in the depiction of historical figures’. American Journal of Education, 105 (2), 160–85.
Foster, S. (2011) ‘Dominant traditions in international textbook research and revision’. Education Inquiry, 2 (1), 5–20.
Foster, S.J. and Crawford, K.A. (eds) (2006) What Shall We Tell the Children? International perspectives on school history textbooks. Charlotte, NC: Information Age Publishing.
Fuchs, E. (2011) ‘Current trends in history and social studies textbook research’. Journal of International Cooperation in Education, 14 (2), 17–34.
Fuchs, E. and Sammler, S. (2016) Textbooks between Tradition and Innovation: A journey through the history of the Georg Eckert Institute. Braunschweig: Georg Eckert Institute.
GEI (Georg Eckert Institute) (2017) ‘Digital information and research infrastructures’. Online. www.gei.de/ en/departments/digital-information-and-research-infrastructures.html (accessed 12 April 2017).
Grever, M. (2001) De enscenering van de tijd. Inaugural address, Erasmus University Rotterdam, 14 December. Rotterdam: Overbosch.
Grever, M. (2007) ‘Plurality, narrative and the historical canon’. In Grever, M. and Stuurman, S. (eds) Beyond the Canon: History for the twenty-first century. Basingstoke: Palgrave Macmillan, 31–47.
Grever, M. and Adriaansen, R.-J. (2017) ‘Historical culture: A concept revisited’. In Carretero, M., Berger, S. and Grever, M. (eds) Palgrave Handbook of Research in Historical Culture and Education. Basingstoke: Palgrave Macmillan, 73–89.
Grever, M., De Bruijn, P. and Van Boxtel, C. (2012) ‘Negotiating historical distance: Or, how to deal with the past as a foreign country in heritage education’. Paedagogica Historica, 48 (6), 873–87.
Grever, M. and Stuurman, S. (eds) (2007) Beyond the Canon: History for the twenty-first century. Basingstoke: Palgrave Macmillan.
Hasberg, W. (2012) ‘Closed or broken narrations? Work-orders as elements of historical narrations in history textbooks’. In Erdmann, E., Cajani, L., Khodnev, A.S., Popp, S., Tutiaux-Guillon, N. and Wrangham, G.D. (eds) From Historical Research to School History: Problems, relations, challenges (Yearbook of the International Society for History Didactics). Schwalbach: Wochenschau Verlag, 125–44.
Haydn, T. (2011) ‘The changing form and use of textbooks in the history classroom in the 21st century: A view from the UK’. In Erdmann, E., Cajani, L., Khodnev, A.S., Popp, S., Tutiaux-Guillon, N. and Wrangham, G.D. (eds) Analyzing Textbooks: Methodological issues (Yearbook of the International Society for History Didactics). Schwalbach: Wochenschau Verlag, 67–88.
Haydn, T. and Ribbens, K. (2017) ‘Social media, new technologies and history education’. In Carretero, M., Berger, S. and Grever, M. (eds) Palgrave Handbook of Research in Historical Culture and Education. Basingstoke: Palgrave Macmillan (forthcoming).
Hein, L. and Selden, M. (eds) (2000) Censoring History: Citizenship and memory in Japan, Germany, and the United States. Armonk, NY: M.E. Sharpe.
Heinze, C. (2010) ‘Historical textbook research: Textbooks in the context of the “grammar of schooling”’. Journal of Educational Media, Memory, and Society, 2 (2), 122–31.
History News Network (2007) ‘James Loewen: Criticized by David Horowitz’. 22 January. Online. http://historynewsnetwork.org/article/34458 (accessed 2 February 2017).
Höhne, T. (2003) Schulbuchwissen: Umrisse einer Wissens- und Medientheorie des Schulbuches. Frankfurt: Johann Wolfgang Goethe-Universität.
Issitt, J. (2004) ‘Reflections on the study of textbooks’. History of Education, 33 (6), 683–96.
Jansen, H. (2010) Triptiek van de tijd: Geschiedenis in drievoud. Nijmegen: Vantilt.
Kammen, M. (1993) Mystic Chords of Memory: The transformation of tradition in American culture. New York: Vintage Books.
Klein, S. (2017) ‘Preparing to teach a slavery past: History teachers and educators as navigators of historical distance’. Theory and Research in Social Education, 45 (1), 75–109.
Korostelina, K.V. (2013) History Education in the Formation of Social Identity: Toward a culture of peace. Basingstoke: Palgrave Macmillan.
Korostelina, K.V. (2014) ‘Legitimizing an authoritarian regime: Dynamics of history education in independent Russia’. In Williams, J.H. (ed.) (Re)Constructing Memory: School textbooks and the imagination of the nation. Rotterdam: Sense Publishers, 293–310.
Kovalyova, A. (2013) ‘Is Vladimir Putin rewriting Russia’s history books?’. NBC News, 28 November. Online. www.nbcnews.com/news/other/vladimir-putin-rewriting-russias-history-books-f2D11669160 (accessed 2 February 2017).
Kleppe, M. (2013) Canonieke icoonfoto’s: De rol van (pers)foto’s in de Nederlandse geschiedschrijving. Delft: Eburon.
Klerides, E. (2010) ‘Imagining the textbook: Textbooks as discourse and genre’. Journal of Educational Media, Memory, and Society, 2 (1), 31–54.
Kropman, M., Van Boxtel, C. and Van Drie, J. (2015) ‘Small country, great ambitions: Prospective teachers’ narratives and knowledge about Dutch history’. In Chapman, A. and Wilschut, A. (eds) Joined-Up History: New directions in history education research. Charlotte, NC: Information Age Publishers, 57–84.
Lässig, S. (2009) ‘Textbooks and beyond: Educational media in context(s)’. Journal of Educational Media, Memory, and Society, 1 (1), 1–20.
Lässig, S. and Pohl, K.H. (2009) ‘History textbooks and historical scholarship in Germany’. History Workshop Journal, 67, 125–39.
Lebrun, J., Lenoir, Y., Laforest, M., Larose, F., Roy, G.-R., Spallanzani, C. and Pearson, M. (2002) ‘Past and current trends in the analysis of textbooks in a Quebec context’. Curriculum Inquiry, 32 (1), 51–83.
Létourneau, J. (2017) ‘Teaching national history to young people today’. In Carretero, M., Berger, S. and Grever, M. (eds) Palgrave Handbook of Research in Historical Culture and Education. Basingstoke: Palgrave Macmillan, 227–42.
Loewen, J.W. (1995) Lies My Teacher Told Me: Everything your American history textbook got wrong. New York: New Press.
Lowenthal, D. (1998) The Heritage Crusade and the Spoils of History. Cambridge: Cambridge University Press.
Macintyre, S. and Clark, A. (2003) The History Wars. Melbourne: Melbourne University Press.
Marsden, W.E. (2001) The School Textbook: Geography, history and social studies. London: Woburn Press.
Moreau, J. (2003) Schoolbook Nation: Conflicts over American history textbooks from the Civil War to the present. Ann Arbor: University of Michigan Press.
Morgan, K. and Henning, E. (2013) ‘Designing a tool for history textbook analysis’. Forum: Qualitative Social Research, 14 (1), Article 7. Online. www.qualitative-research.net/index.php/fqs/article/view/1807/3460 (accessed 21 July 2016).
Nicholls, J. (2003) ‘Methods in school textbook research’. International Journal of Historical Learning, Teaching and Research, 3 (2), 11–26.
Olick, J.K. and Robbins, J. (1998) ‘Social memory studies: From “collective memory” to the historical sociology of mnemonic practices’. Annual Review of Sociology, 24, 105–40.
Olson, D.R. (1980) ‘On the language and authority of textbooks’. Journal of Communication, 30 (1), 186–96. Pease, D.E. (1997) ‘National narratives, postnational narration’. Modern Fiction Studies, 43 (1), 1–23.
Phillips, R. (2000) ‘Government policies, the state and the teaching of history’. In Arthur, J. and Phillips, R. (eds) Issues in History Teaching. London: RoutledgeFalmer, 10–23.
Pingel, F. (1999) UNESCO Guidebook on Textbook Research and Textbook Revision. Hannover: Verlag Hahnsche Buchhandlung.
Pingel, F. (2008) ‘Can truth be negotiated? History textbook revision as a means to reconciliation’. Annals of the American Academy of Political and Social Science, 617 (1), 181–98.
Podeh, E. (2000) ‘History and memory in the Israeli educational system: The portrayal of the Arab–Israeli conflict in history textbooks (1948–2000)’. History and Memory, 12 (1), 65–100.
Popp, S. (2009) ‘National textbook controversies in a globalizing world’. In Erdmann, E., Cajani, L., Khodnev, A.S., Popp, S., Tutiaux-Guillon, N. and Wrangham, G.D. (eds) History Teaching in the Crossfire of Political Interests (Yearbook of the International Society for History Didactics, 2008/9). Schwalbach: Wochenschau Verlag, 109–22.
Porat, D. (2001) ‘A contemporary past: History textbooks as sites of national memory’. In Dickinson, A.,
Gordon, P. and Lee, P. (eds) Raising Standards in History Education (International Review of History Education 3). London: Woburn Press, 36–55.
Raphael, R. (2004) Founding Myths: Stories that hide our patriotic past. New York: New Press.
Repoussi, M. (2006) ‘Politics questions history education: Debates on Greek history textbooks’. In Erdmann, E., Cajani, L., Khodnev, A.S., Popp, S., Tutiaux-Guillon, N. and Wrangham, G.D. (eds) Historical Consciousness – Historical Culture (Yearbook of the International Society for History Didactics, 2006/7). Schwalbach: Wochenschau Verlag, 99–110.
Repoussi, M. and Tutiaux-Guillon, N. (2010) ‘New trends in history textbook research: Issues and methodologies toward a school historiography’. Journal of Educational Media, Memory, and Society, 2 (1), 154–70.
‘Ron’ (2013) ‘Texas textbook controversy’. US Slave blog, 25 May. Online. http://usslave.blogspot. co.uk/2013/05/texas-textbook-controversy.html (accessed 2 February 2017).
Rothberg, M. (2009) Multidirectional Memory: Remembering the Holocaust in the age of decolonization. Stanford: Stanford University Press.
Rüsen, J. (1994) ‘Was ist Geschichtskultur? Überlegungen zu einer neuen Art, über Geschichte nachzudenken’. In Rüsen, J. Historische Orientierung: Über die Arbeit des Geschichtsbewusstseins, sich in der Zeit zurechtzufinden. Köln: Böhlau, 211–34.
Saaler, S. (2005) Politics, Memory and Public Opinion: The history textbook controversy and Japanese society. Munich: Iudicium.
Sakki, I. (2014) ‘Social representations of European integration as narrated by school textbooks in five European nations’. International Journal of Intercultural Relations, 43, 35–47.
Sakki, I. (2016) ‘Raising European citizens: Constructing European identities in French and English textbooks’. Journal of Social and Political Psychology, 4 (1), 444–72.
Selden, M. and Nozaki, Y. (2009) ‘Japanese textbook controversies, nationalism, and historical memory: Intra- and inter-national conflicts’. The Asia-Pacific Journal, 7 (24), Article 5, 1–24.
Stuurman, S. (2007) ‘Integration, assimilation and exclusion in the making of modern nations’. Tijdschrift voor Geschiedenis, 120, 446–59.
Symcox, L. and Wilschut, A. (eds) (2009) National History Standards: The problem of the canon and the future of teaching history. Charlotte, NC: Information Age Publishing.
Tutiaux-Guillon, N. (2012) ‘A traditional frame for global history: The narrative of modernity in French secondary school’. In Carretero, M., Asensio, M. and Rodriguez-Moneo, M. (eds) History Education and the Construction of National Identities. Charlotte, NC: Information Age Publishing, 109–24.
Van Berkel, M. (2017) Plotlines of Victimhood: Holocaust education in German and Dutch history textbooks, 1960–2010. PhD thesis, Erasmus University Rotterdam (forthcoming).
Van Boxtel, C. and Grever, M. (2011) ‘Between disenchantment and high expectations: History education in the Netherlands, 1968–2008’. In Erdmann, E. and Hasberg, W. (eds) Facing, Mapping, Bridging Diversity: Foundation of a European discourse on history education: Part 2. Schwalbach: Wochenschau Verlag, 83–116.
Van der Vlies, T. (2014) ‘Geschiedverhalen en hun eigen dynamiek: Schoolboeken als zelfstandig genre’. Kleio, 55 (1), 30–5.
Van der Vlies, T. (2016) ‘Multidirectional war narratives in history textbooks’. Paedagogica Historica: International Journal of the History of Education, 52 (3), 300–14.
Van der Vlies, T. (2017) ‘Echoing national narratives in English history textbooks’. In Carretero, M., Berger, S. and Grever, M. (eds) Palgrave Handbook of Research in Historical Culture and Education. Basingstoke: Palgrave Macmillan, 243–58.
Van der Vlies, T. (2019) Echoing Events. The Perpetuation of National Narratives in English and Dutch history textbooks, 1920-2010. PhD thesis Erasmus University Rotterdam.
Vanhulle, B. (2009) ‘The path of history: Narrative analysis of history textbooks: A case study of Belgian history textbooks (1945–2004)’. History of Education: Journal of the History of Education Society, 38 (2), 263–82.
VanSledright, B. (2008) ‘Narratives of nation-state, historical knowledge, and school history education’. Review of Research in Education, 32 (1), 109–46.
Van Stipriaan, A. (2007) ‘Disrupting the canon: The case of slavery’. In Grever, M. and Stuurman, S. (eds) Beyond the Canon: History for the twenty-fi rst century. Basingstoke: Palgrave Macmillan, 205–19.
Vasagar, J. (2011) ‘History textbooks are “failing pupils”’. The Observer, 13 March. Online. www.theguardian.com/education/2011/mar/13/schools-failing-at-teaching-history (accessed 2 February 2017).
Verschaffel, T. and Wils, K. (2012) ‘History education and the claims of society: An historical approach’. Journal of Educational Media, Memory, and Society, 4 (1), 1–6.
Wertsch, J.V. (2004) ‘Specifi c narratives and schematic narrative templates’. In Seixas, P. (ed.) Theorizing Historical Consciousness. Toronto: University of Toronto Press, 49–62.
Wineburg, S. (2001) Historical Thinking and Other Unnatural Acts: Charting the future of teaching the past. Philadelphia: Temple University Press.
Yadgar, Y. (2002) ‘From the particularistic to the universalistic: National narratives in Israel’s mainstream press, 1967–97’. Nations and Nationalism, 8 (1), 55–72.
Zerubavel, E. (2003) Time Maps: Collective memory and the social shape of the past. Chicago: University of Chicago Press.
Albicher, A. (2012) Heimwee naar het heden: Betrokkenheid en distantie in het Nederlandse geschiedenisonderwijs (1945–1985). PhD thesis, University of Leuven.
Amin, S.N. (2014) ‘The impact of identity politics in challenging national narratives: A case study among Canadian Muslims’. Studies in Ethnicity and Nationalism, 14 (3), 418–35.
Anderson, M. (1996) Imposters in the Temple: A blueprint for improving higher education in America. Stanford, CA: Hoover Institution Press.
Apple, M.W. and Christian-Smith, L.K. (eds) (1991) The Politics of the Textbook. London: Routledge.
Barton, K.C. (2011) ‘Wars and rumors of war: The rhetoric and reality of history education in the United States’. In Taylor, T. and Guyver, R. (eds) History Wars and the Classroom: Global perspectives. Charlotte, NC: Information Age Publishing, 187–202.
Berger, S. (2007) ‘Writing national histories in Europe: Reflections on the pasts, presents, and futures of a tradition’. In Jarausch, K.H. and Lindenberger, T. (eds) Conflicted Memories: Europeanizing contemporary histories. New York: Berghahn Books, 55–68.
Berger, S. and Lorenz, C. (2008) ‘Introduction: National history writing in Europe in a global age’. In Berger, S. and Lorenz, C. (eds) The Contested Nation: Ethnicity, class, religion and gender in national histories.
Basingstoke: Palgrave Macmillan, 1–23. Brand, L.A. (2014) Official Stories: Politics and national narratives in Egypt and Algeria. Stanford: Stanford University Press.
Bukh, A. (2007) ‘Japan’s history textbooks debate: National identity in narratives of victimhood and victimization’. Asian Survey, 47 (5), 683–704.
Carretero, M. (2014) ‘History learning research in Spain and Latin America’. In Köster, M., Thünemann, H. and Zülsdorf-Kersting, M. (eds) Researching History Education: International perspectives and disciplinary traditions. Schwalbach: Wochenschau Verlag, 56–80.
Carretero, M., Asensio, M. and Rodríguez-Moneo, M. (eds) (2012) History Education and the Construction of National Identities. Charlotte, NC: Information Age Publishing.
Carretero, M. and van Alphen, F. (2014) ‘Do master narratives change among high school students? A characterization of how national history is represented’. Cognition and Instruction, 32 (3), 290–312.
Chapman, A. and Wilschut, A. (eds) (2015) Joined-Up History: New directions in history education research. Charlotte, NC: Information Age Publishing.
Connerton, P. (2008) ‘Seven types of forgetting’. Memory Studies, 1 (1), 59–71. COST Action IS 1205 (2016) ‘Agents through time: how do people “make history”? Final conference of COST Action IS 1205.’ Online. http://media.wix.com/ugd/0e5c62_d155af6496fd4ca1b6f0288d6daa7e2e.pdf (accessed 24 April 2017).
De Bruijn, P. (2014) Bridges to the Past: Historical distance and multiperspectivity in English and Dutch heritage educational resources. PhD thesis, Erasmus University Rotterdam.
De Keyser, R. (1998) ‘Schoolboekenhistoriografie: Een verkenning’. In Tollebeek, J., Verbeeck, G. and Verschaffel, T. (eds) De lectuur van het verleden: Opstellen over de geschiedenis van de geschiedschrijving aangeboden aan Reginald de Schryver. Leuven: Leuven University Press, 331–48.
Feldman, C.F. (2001) ‘Narratives of national identity as group narratives: Patterns of interpretive cognition’. In Brockmeier, J. and Carbaugh, D. (eds) Narrative and Identity: Studies in autobiography, self and culture. Amsterdam: John Benjamins Publishing Company, 129–44.
Fournier, J.E. and Wineburg, S.S. (1997) ‘Picturing the past: Gender differences in the depiction of historical figures’. American Journal of Education, 105 (2), 160–85.
Foster, S. (2011) ‘Dominant traditions in international textbook research and revision’. Education Inquiry, 2 (1), 5–20.
Foster, S.J. and Crawford, K.A. (eds) (2006) What Shall We Tell the Children? International perspectives on school history textbooks. Charlotte, NC: Information Age Publishing.
Fuchs, E. (2011) ‘Current trends in history and social studies textbook research’. Journal of International Cooperation in Education, 14 (2), 17–34.
Fuchs, E. and Sammler, S. (2016) Textbooks between Tradition and Innovation: A journey through the history of the Georg Eckert Institute. Braunschweig: Georg Eckert Institute.
GEI (Georg Eckert Institute) (2017) ‘Digital information and research infrastructures’. Online. www.gei.de/ en/departments/digital-information-and-research-infrastructures.html (accessed 12 April 2017).
Grever, M. (2001) De enscenering van de tijd. Inaugural address, Erasmus University Rotterdam, 14 December. Rotterdam: Overbosch.
Grever, M. (2007) ‘Plurality, narrative and the historical canon’. In Grever, M. and Stuurman, S. (eds) Beyond the Canon: History for the twenty-first century. Basingstoke: Palgrave Macmillan, 31–47.
Grever, M. and Adriaansen, R.-J. (2017) ‘Historical culture: A concept revisited’. In Carretero, M., Berger, S. and Grever, M. (eds) Palgrave Handbook of Research in Historical Culture and Education. Basingstoke: Palgrave Macmillan, 73–89.
Grever, M., De Bruijn, P. and Van Boxtel, C. (2012) ‘Negotiating historical distance: Or, how to deal with the past as a foreign country in heritage education’. Paedagogica Historica, 48 (6), 873–87.
Grever, M. and Stuurman, S. (eds) (2007) Beyond the Canon: History for the twenty-first century. Basingstoke: Palgrave Macmillan.
Hasberg, W. (2012) ‘Closed or broken narrations? Work-orders as elements of historical narrations in history textbooks’. In Erdmann, E., Cajani, L., Khodnev, A.S., Popp, S., Tutiaux-Guillon, N. and Wrangham, G.D. (eds) From Historical Research to School History: Problems, relations, challenges (Yearbook of the International Society for History Didactics). Schwalbach: Wochenschau Verlag, 125–44.
Haydn, T. (2011) ‘The changing form and use of textbooks in the history classroom in the 21st century: A view from the UK’. In Erdmann, E., Cajani, L., Khodnev, A.S., Popp, S., Tutiaux-Guillon, N. and Wrangham, G.D. (eds) Analyzing Textbooks: Methodological issues (Yearbook of the International Society for History Didactics). Schwalbach: Wochenschau Verlag, 67–88.
Haydn, T. and Ribbens, K. (2017) ‘Social media, new technologies and history education’. In Carretero, M., Berger, S. and Grever, M. (eds) Palgrave Handbook of Research in Historical Culture and Education. Basingstoke: Palgrave Macmillan (forthcoming).
Hein, L. and Selden, M. (eds) (2000) Censoring History: Citizenship and memory in Japan, Germany, and the United States. Armonk, NY: M.E. Sharpe.
Heinze, C. (2010) ‘Historical textbook research: Textbooks in the context of the “grammar of schooling”’. Journal of Educational Media, Memory, and Society, 2 (2), 122–31.
History News Network (2007) ‘James Loewen: Criticized by David Horowitz’. 22 January. Online. http://historynewsnetwork.org/article/34458 (accessed 2 February 2017).
Höhne, T. (2003) Schulbuchwissen: Umrisse einer Wissens- und Medientheorie des Schulbuches. Frankfurt: Johann Wolfgang Goethe-Universität.
Issitt, J. (2004) ‘Reflections on the study of textbooks’. History of Education, 33 (6), 683–96.
Jansen, H. (2010) Triptiek van de tijd: Geschiedenis in drievoud. Nijmegen: Vantilt.
Kammen, M. (1993) Mystic Chords of Memory: The transformation of tradition in American culture. New York: Vintage Books.
Klein, S. (2017) ‘Preparing to teach a slavery past: History teachers and educators as navigators of historical distance’. Theory and Research in Social Education, 45 (1), 75–109.
Korostelina, K.V. (2013) History Education in the Formation of Social Identity: Toward a culture of peace. Basingstoke: Palgrave Macmillan.
Korostelina, K.V. (2014) ‘Legitimizing an authoritarian regime: Dynamics of history education in independent Russia’. In Williams, J.H. (ed.) (Re)Constructing Memory: School textbooks and the imagination of the nation. Rotterdam: Sense Publishers, 293–310.
Kovalyova, A. (2013) ‘Is Vladimir Putin rewriting Russia’s history books?’. NBC News, 28 November. Online. www.nbcnews.com/news/other/vladimir-putin-rewriting-russias-history-books-f2D11669160 (accessed 2 February 2017).
Kleppe, M. (2013) Canonieke icoonfoto’s: De rol van (pers)foto’s in de Nederlandse geschiedschrijving. Delft: Eburon.
Klerides, E. (2010) ‘Imagining the textbook: Textbooks as discourse and genre’. Journal of Educational Media, Memory, and Society, 2 (1), 31–54.
Kropman, M., Van Boxtel, C. and Van Drie, J. (2015) ‘Small country, great ambitions: Prospective teachers’ narratives and knowledge about Dutch history’. In Chapman, A. and Wilschut, A. (eds) Joined-Up History: New directions in history education research. Charlotte, NC: Information Age Publishers, 57–84.
Lässig, S. (2009) ‘Textbooks and beyond: Educational media in context(s)’. Journal of Educational Media, Memory, and Society, 1 (1), 1–20.
Lässig, S. and Pohl, K.H. (2009) ‘History textbooks and historical scholarship in Germany’. History Workshop Journal, 67, 125–39.
Lebrun, J., Lenoir, Y., Laforest, M., Larose, F., Roy, G.-R., Spallanzani, C. and Pearson, M. (2002) ‘Past and current trends in the analysis of textbooks in a Quebec context’. Curriculum Inquiry, 32 (1), 51–83.
Létourneau, J. (2017) ‘Teaching national history to young people today’. In Carretero, M., Berger, S. and Grever, M. (eds) Palgrave Handbook of Research in Historical Culture and Education. Basingstoke: Palgrave Macmillan, 227–42.
Loewen, J.W. (1995) Lies My Teacher Told Me: Everything your American history textbook got wrong. New York: New Press.
Lowenthal, D. (1998) The Heritage Crusade and the Spoils of History. Cambridge: Cambridge University Press.
Macintyre, S. and Clark, A. (2003) The History Wars. Melbourne: Melbourne University Press.
Marsden, W.E. (2001) The School Textbook: Geography, history and social studies. London: Woburn Press.
Moreau, J. (2003) Schoolbook Nation: Conflicts over American history textbooks from the Civil War to the present. Ann Arbor: University of Michigan Press.
Morgan, K. and Henning, E. (2013) ‘Designing a tool for history textbook analysis’. Forum: Qualitative Social Research, 14 (1), Article 7. Online. www.qualitative-research.net/index.php/fqs/article/view/1807/3460 (accessed 21 July 2016).
Nicholls, J. (2003) ‘Methods in school textbook research’. International Journal of Historical Learning, Teaching and Research, 3 (2), 11–26.
Olick, J.K. and Robbins, J. (1998) ‘Social memory studies: From “collective memory” to the historical sociology of mnemonic practices’. Annual Review of Sociology, 24, 105–40.
Olson, D.R. (1980) ‘On the language and authority of textbooks’. Journal of Communication, 30 (1), 186–96. Pease, D.E. (1997) ‘National narratives, postnational narration’. Modern Fiction Studies, 43 (1), 1–23.
Phillips, R. (2000) ‘Government policies, the state and the teaching of history’. In Arthur, J. and Phillips, R. (eds) Issues in History Teaching. London: RoutledgeFalmer, 10–23.
Pingel, F. (1999) UNESCO Guidebook on Textbook Research and Textbook Revision. Hannover: Verlag Hahnsche Buchhandlung.
Pingel, F. (2008) ‘Can truth be negotiated? History textbook revision as a means to reconciliation’. Annals of the American Academy of Political and Social Science, 617 (1), 181–98.
Podeh, E. (2000) ‘History and memory in the Israeli educational system: The portrayal of the Arab–Israeli conflict in history textbooks (1948–2000)’. History and Memory, 12 (1), 65–100.
Popp, S. (2009) ‘National textbook controversies in a globalizing world’. In Erdmann, E., Cajani, L., Khodnev, A.S., Popp, S., Tutiaux-Guillon, N. and Wrangham, G.D. (eds) History Teaching in the Crossfire of Political Interests (Yearbook of the International Society for History Didactics, 2008/9). Schwalbach: Wochenschau Verlag, 109–22.
Porat, D. (2001) ‘A contemporary past: History textbooks as sites of national memory’. In Dickinson, A.,
Gordon, P. and Lee, P. (eds) Raising Standards in History Education (International Review of History Education 3). London: Woburn Press, 36–55.
Raphael, R. (2004) Founding Myths: Stories that hide our patriotic past. New York: New Press.
Repoussi, M. (2006) ‘Politics questions history education: Debates on Greek history textbooks’. In Erdmann, E., Cajani, L., Khodnev, A.S., Popp, S., Tutiaux-Guillon, N. and Wrangham, G.D. (eds) Historical Consciousness – Historical Culture (Yearbook of the International Society for History Didactics, 2006/7). Schwalbach: Wochenschau Verlag, 99–110.
Repoussi, M. and Tutiaux-Guillon, N. (2010) ‘New trends in history textbook research: Issues and methodologies toward a school historiography’. Journal of Educational Media, Memory, and Society, 2 (1), 154–70.
‘Ron’ (2013) ‘Texas textbook controversy’. US Slave blog, 25 May. Online. http://usslave.blogspot. co.uk/2013/05/texas-textbook-controversy.html (accessed 2 February 2017).
Rothberg, M. (2009) Multidirectional Memory: Remembering the Holocaust in the age of decolonization. Stanford: Stanford University Press.
Rüsen, J. (1994) ‘Was ist Geschichtskultur? Überlegungen zu einer neuen Art, über Geschichte nachzudenken’. In Rüsen, J. Historische Orientierung: Über die Arbeit des Geschichtsbewusstseins, sich in der Zeit zurechtzufinden. Köln: Böhlau, 211–34.
Saaler, S. (2005) Politics, Memory and Public Opinion: The history textbook controversy and Japanese society. Munich: Iudicium.
Sakki, I. (2014) ‘Social representations of European integration as narrated by school textbooks in five European nations’. International Journal of Intercultural Relations, 43, 35–47.
Sakki, I. (2016) ‘Raising European citizens: Constructing European identities in French and English textbooks’. Journal of Social and Political Psychology, 4 (1), 444–72.
Selden, M. and Nozaki, Y. (2009) ‘Japanese textbook controversies, nationalism, and historical memory: Intra- and inter-national conflicts’. The Asia-Pacific Journal, 7 (24), Article 5, 1–24.
Stuurman, S. (2007) ‘Integration, assimilation and exclusion in the making of modern nations’. Tijdschrift voor Geschiedenis, 120, 446–59.
Symcox, L. and Wilschut, A. (eds) (2009) National History Standards: The problem of the canon and the future of teaching history. Charlotte, NC: Information Age Publishing.
Tutiaux-Guillon, N. (2012) ‘A traditional frame for global history: The narrative of modernity in French secondary school’. In Carretero, M., Asensio, M. and Rodriguez-Moneo, M. (eds) History Education and the Construction of National Identities. Charlotte, NC: Information Age Publishing, 109–24.
Van Berkel, M. (2017) Plotlines of Victimhood: Holocaust education in German and Dutch history textbooks, 1960–2010. PhD thesis, Erasmus University Rotterdam (forthcoming).
Van Boxtel, C. and Grever, M. (2011) ‘Between disenchantment and high expectations: History education in the Netherlands, 1968–2008’. In Erdmann, E. and Hasberg, W. (eds) Facing, Mapping, Bridging Diversity: Foundation of a European discourse on history education: Part 2. Schwalbach: Wochenschau Verlag, 83–116.
Van der Vlies, T. (2014) ‘Geschiedverhalen en hun eigen dynamiek: Schoolboeken als zelfstandig genre’. Kleio, 55 (1), 30–5.
Van der Vlies, T. (2016) ‘Multidirectional war narratives in history textbooks’. Paedagogica Historica: International Journal of the History of Education, 52 (3), 300–14.
Van der Vlies, T. (2017) ‘Echoing national narratives in English history textbooks’. In Carretero, M., Berger, S. and Grever, M. (eds) Palgrave Handbook of Research in Historical Culture and Education. Basingstoke: Palgrave Macmillan, 243–58.
Van der Vlies, T. (2019) Echoing Events. The Perpetuation of National Narratives in English and Dutch history textbooks, 1920-2010. PhD thesis Erasmus University Rotterdam.
Vanhulle, B. (2009) ‘The path of history: Narrative analysis of history textbooks: A case study of Belgian history textbooks (1945–2004)’. History of Education: Journal of the History of Education Society, 38 (2), 263–82.
VanSledright, B. (2008) ‘Narratives of nation-state, historical knowledge, and school history education’. Review of Research in Education, 32 (1), 109–46.
Van Stipriaan, A. (2007) ‘Disrupting the canon: The case of slavery’. In Grever, M. and Stuurman, S. (eds) Beyond the Canon: History for the twenty-fi rst century. Basingstoke: Palgrave Macmillan, 205–19.
Vasagar, J. (2011) ‘History textbooks are “failing pupils”’. The Observer, 13 March. Online. www.theguardian.com/education/2011/mar/13/schools-failing-at-teaching-history (accessed 2 February 2017).
Verschaffel, T. and Wils, K. (2012) ‘History education and the claims of society: An historical approach’. Journal of Educational Media, Memory, and Society, 4 (1), 1–6.
Wertsch, J.V. (2004) ‘Specifi c narratives and schematic narrative templates’. In Seixas, P. (ed.) Theorizing Historical Consciousness. Toronto: University of Toronto Press, 49–62.
Wineburg, S. (2001) Historical Thinking and Other Unnatural Acts: Charting the future of teaching the past. Philadelphia: Temple University Press.
Yadgar, Y. (2002) ‘From the particularistic to the universalistic: National narratives in Israel’s mainstream press, 1967–97’. Nations and Nationalism, 8 (1), 55–72.
Zerubavel, E. (2003) Time Maps: Collective memory and the social shape of the past. Chicago: University of Chicago Press.
Downloads
Published
2020-10-30
How to Cite
GREVER, .; VLIES, . van der. Por que as narrativas nacionais permanecem? Revisão de literatura sobre novas perspectivas na pesquisa dos livros didáticos de história. Escritas do Tempo, [S. l.], v. 2, n. 5, p. 39–65, 2020. DOI: 10.47694/10.47694/issn.2674-7758.v2.i5.2020.3965. Disponível em: https://periodicos.unifesspa.edu.br/index.php/escritasdotempo/article/view/1413. Acesso em: 24 nov. 2024.
Issue
Section
v. 2 n. 5 (2020) Dossiê: Ensino de História, livro didático e formação docente
License
Este obra está licenciado com uma Licença Creative Commons Atribuição 4.0 Internacional.
_(2).jpg)
1.png)
.png){kind=logo}
.png)
.jpg)
_(1).jpg)
_(1)_(1).jpg)
2.png)
