Educação histórica em espaços museológicos: um estudo das abordagens nos livros didáticos de ciências humanas e sociais

Abstract

This article investigates how Historical Education in museological spaces is addressed in high school textbooks in the field of Human and Social Sciences. The research is based on the premise that museums, as spaces of memory and narrative production about the past, offer significant potential for the development of students' historical consciousness. The analysis is grounded in the theoretical frameworks of Historical Education (RÜSEN, 2001; SCHMIDT, 2009) and History Didactics, with a focus on the articulation between museological spaces, teaching, and learning. The methodology is qualitative in nature, based on documentary analysis of textbook collections approved by the National Textbook and Teaching Material Program (PNLD). The results indicate that, although museums are mentioned in several sections of the textbooks, the proposals for historical learning in these contexts remain sporadic, decontextualized, and fail to fully explore the formative potential of museum spaces. The study concludes that it is necessary to broaden and improve didactic approaches related to museums in order to promote meaningful and reflective experiences that connect past, present, and future in the teaching of History.