THE STATE OF THE ART ON ETHNIC-RACIAL ISSUES IN ELEMENTARY SCHOOL TEXTBOOKS

Abstract

This article presents a study on ethnic-racial issues in elementary school textbooks. The research seeks to understand how these materials, widely used in the school context, contribute to the critical formation of students and teachers, considering that textbooks are pedagogical instruments that carry intentionalities, ideologies, and social representations. Recognizing their influence on the construction of identities and perceptions of diversity, it becomes necessary to critically analyze the contents they address, especially those related to Black, Indigenous, and other historically marginalized groups. The study reviews research that investigates both textual discourse and iconography, changes following legislation (Law No. 10.639/2003), and the role of public policies such as the National Textbook Program (PNLD), highlighting continuities (invisibility, stereotypes, and trivialization) and advances (superficial inclusions and greater academic attention). To this end, a bibliographic review was conducted based on authors who discuss education, race, and teaching materials, aiming to identify advances, limitations, and ongoing challenges. The article concludes with implications for future research, teacher education, and publishing policies. The results indicate that, although there have been advances resulting from educational policies and affirmative actions, stereotyped representations and gaps in the approach to ethnic-racial relations persist, highlighting the need for greater commitment by textbooks to an antiracist education.