THE INDEPENDENCE OF MARANHÃO IN TEXTBOOKS: curriculum, historiography and teaching

curriculum, historiography and teaching

Abstract

The independence of Maranhão was linked to national history through nineteenth-century historiography as an act that confirmed the prior unity, an agreement in which the communion of interests prevailed against the "portuguese submission" and secured imperial unity. This idea became materialized in school culture, primarily through textbooks. Gradually, curriculum modifications attempted to reformulate these historical narratives by broadening the breadth of places and social actors. This article examines the eleven didactic collections approved by the Programa Nacional do Livro Didático (National Textbook Program, 2020) for the elementary school from a holistic approach. The power of nineteenth-century historiographical canons is revealed by content analysis, but with openness to new historiographical and social perspectives. In light of this, we hope to demonstrate that history class provides a rich forum for reflection on Maranhão's independence as a historical event marked by the complexities of the political culture encountered, the violence, and the dispute that mobilized subaltern populations in search of different ideals and political projects.