A política de ensino de História Antiga na Índia, Paquistão e Mianmar contemporâneos


  • Marie-Carine Lall UCL Institute of Education




Ensino de História, História Antiga, Nacionalidade, Índia, Paquistão, Mianmar


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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Biografia do Autor

Marie-Carine Lall, UCL Institute of Education

Marie Lall is a Professor of Education and South Asian Studies at the UCL Institute of Education. She served as UCL’s Pro-Vice-Provost for South Asia (including Myanmar) till November 2018. 

Professor Lall is a South Asia expert (India, Pakistan and Burma/Myanmar) specialising in political issues and education. She has over 25 years of experience in the region. Her research interests focus on the politics of South Asia including domestic politics, political economy, foreign policy, geopolitics of energy, migration and Diaspora politics, citizenship, ethnic peace and conflict issues. She also works on education policy in India, Pakistan and Myanmar with regard to gender, ethnicity and social exclusion, the formation of national identity, and the linkage between national identity, citizenship and education.She has written widely on these topics and is the author/editor of 10 books. Her most recent books include Youth and the National Narrative - Education, Terrorism and the Security State in Pakistan(Bloomsbury 2020) and Myanmar’s Education Reforms – a pathway to social justice? (UCL press 2021). 

She has been instrumental in providing thought leadership to development agencies, policy makers and governments in the region and internationally. She has worked with the World Bank, UNICEF, the British Council, AUSAID, South Asian philanthropic bodies as well as various government ministries. In 2019 her work was honoured at the House of Commons and she was named as one of the 100 most influential people on UK-India relations.



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Textbooks used for quotes


Class VI: India and the World (2003) by Makkhan Lal, Sima Yadav, B.K. Banerjee and M. Akhtar Hussain. New Delhi, NCERT.

Class VII: India and the World (2002) by Sima Yadav, Basabi Khan Banerjee, Sanjay Dubey and ThemmichonWoleng. New Delhi, NCERT.

Class XI: Ancient India (2002) by Makkhan Lal. New Delhi, NCERT.

Swarnim Bharat in SaamajikVigyaan, A Social Science Textbook for Class X, Rajasthan State Textbook Authority, Jaipur, 2017.


Qasir (1991) Imprints of the Past’, Pakistan Studies textbook.




Como Citar

Lall, M.-C. (2022). A política de ensino de História Antiga na Índia, Paquistão e Mianmar contemporâneos . Heródoto: Revista Do Grupo De Estudos E Pesquisas Sobre a Antiguidade Clássica E Suas Conexões Afro-asiáticas, 6(1), 107–127. https://doi.org/10.34024/herodoto.2021.v6.13770



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