A política de ensino de História Antiga na Índia, Paquistão e Mianmar contemporâneos
DOI:
https://doi.org/10.34024/herodoto.2021.v6.13770Palavras-chave:
Ensino de História, História Antiga, Nacionalidade, Índia, Paquistão, MianmarResumo
Os sistemas de educação em toda a Ásia têm suas origens em processos de formação de Estado destinados a combater o imperialismo ou promover a construção nacional pós-colonial. As elites estatais em toda a Ásia procuraram popularizar visões poderosas de nacionalidade, equipar essas visões com uma “história de fundo” histórica e dotá-las de carga sentimental. O currículo e os livros didáticos de história constroem os mitos das origens e traçam fronteiras geográficas, ideológicas e afetivas para distinguir a nação dos “outros”. Este artigo se concentra em como o ensino de história – particularmente a história antiga na Índia, Paquistão e Mianmar tem sido usado como ferramenta política para sustentar o discurso político contemporâneo. Ele argumenta que a inclusão ou exclusão de certas partes da história e o ângulo tomado pelo currículo e livros didáticos é para garantir que as crianças aprendam sobre a herança ininterrupta e antiga do grupo religioso e étnico dominante do país. Ao criar essa pureza do eu, a história torna-se o veículo justificador da discriminação rotineira dos outros, principalmente das minorias étnicas e religiosas.
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Textbooks used for quotes
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Pakistan
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