A História Regional do Paraná: entre discursos e narrativas

Abstract

This research aims to reflect on the aspects that involve the Regional History of Paraná, analyzing the process of development of Paraná's cultural identity, the narratives created and the reflections on education. The Paranista Movement, started in the 1930s in Paraná, sought to create an image capable of representing the people of Paraná, forged, above all, from characteristic elements present in the regional fauna and flora, but under a positivist bias. Because the identity was intentionally created, the context of intense political, commemorative, and social transformations required efforts to maintain it, especially considering the region's population dynamics. Thus, the discourse produced was a propaganda whose image reflected a Eurocentric discourse and erased the contributions of blacks and indigenous peoples in the formation of the State. In addition to the intellectual movement, expressed in magazines and newspapers, the Eurocentric view emerged in the historiography of Paraná, reaching school knowledge through “classic regional works”. In the 21st century, the historiography has been revised to obtain greater neutrality on the subjects portrayed and avoid anachronisms and judgments. In the field of education, regional themes were informally included in the school curriculum, as a subject to be worked on in History classes throughout Elementary School, not specifically as content provided for in the curriculum, with themes and reference works, but to connect the other contents with the reality of the students. In view of this, the study is based on bibliographical and documental references that concern the historiography of Paraná and the teaching of Regional History in Paraná. The reading of this reality is based on reflection on identities and culture (ANDERSON, 2008; HALL, 2006 and HOBSBAWM, 1997), analyzing the historiography of Paraná (MARTINS, 1995; PRIORI, 2012; WACHOWICZ, 2010), addressing themes such as the slavery and ethnic-racial prejudice (CHIAVENATO,1999; FELIPE, 2018; BORGES, 2011), among other important researchers for the study. For the discussion related to education, the objects of analysis, and taken as sources, are the copies of Public Textbooks on the History of the State of Paraná, in addition to the Curriculum of Paraná and the BNCC. The study highlights the formation of Paraná's identity through a discourse forged by artists and intellectuals, whose Eurocentric vision began to be reproduced in traditional historiography and, consequently, reproduced, directly or indirectly, in education.