DISCOURSE, MEMORY AND (DIS)IDENTIFICATIONS OUTSIDE THE NETWORK:

AN ANALYSIS OF THE TEXTBOOK USED FOR TEACHING ENGLISH LANGUAGE IN RIVERSIDE SCHOOLS IN THE CITY OF CAMETÁ-PARÁ

Abstract

This paper explored the impact of textbooks in schools located in riverine regions, examining how these materials influence the collective memory of Brazil's traditional peoples, such as riverine communities, quilombolas, and Indigenous groups. It was recognized that while textbooks are crucial educational tools, they often perpetuate inaccurate and Eurocentric representations of these communities. The study conducted a critical analysis of the content and images in English language textbooks used in Cametá, Pará, highlighting the need for a more inclusive and accurate approach that values cultural diversity and respects students' identities. From the point of view of the methodological theorist, we articulate the categories of culture, education and identity from an interdisciplinarity perspective with Discourse Analysis and Critical Pedagogy. The main sources of research were textbooks for grades 6 to 9 used in riverside schools in the municipality of Cametá, Pará, from 2020 to 2023. In addition, the National Common Curricular Base (BNCC), law 11,645 were considered. /08 and field research was carried out through the application of questionnaires with open questions with English Language and Culture teachers. Through Discourse Analysis, the research revealed how textbooks can reinforce dominant power structures, but also identified opportunities to promote a more equitable education that honors the cultural realities of traditional peoples in the Tocantins Amazon region.