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RESUMO: O artigo em questao apresenta uma critica a abordagem de livros didaticos de Geografia frente as premissas do pensamento pos-colonial, que tanto contribuiu para a constituicao da moderna antropologia. Estas premissas foram elencadas a partir da sustentacao de autores que integram o mainstream pos-colonial. Por intermedio da avaliacao de seis livros didaticos de uma mesma serie e de diferentes autores e editoras, sao destacadas as premissas que foram mais negligenciadas, bem como e problematizado o carater nocivo de sua negligencia para a educacao escolar. Esta avaliacao se da por meio da confrontacao das premissas pos-coloniais inicialmente apresentadas e a leitura do material didatico. Conclui-se que a experiencia colonial, nao dirimida pela autonomia politica, e responsavel pela forma de pensamento que reifica a subalternidade de certos grupos e o binarismo eurocentrico, sendo necessario um movimento critico, baseado em abordagens holisticas e interdisciplinares, para atenuar as reminiscencias da nossa experiencia colonial na educacao. Palavras-chave : Pos-Colonialismo; Geografia; Antropologia; Educacao Escolar; Livros Didaticos. ABSTRACT: The article in question criticizes the approach of Geography textbooks face to the premises of postcolonial thought, which contributed so much to modern anthropology constituition. These premises were listed based on the approach of authors who are part of the postcolonial mainstream. Through the evaluation of six textbooks of different authors and publishers, although designed for the same educational level, the most neglected premises are highlighted, as well as the harmful nature of their neglect of school education. This evaluation takes place through the confrontation of the post-colonial premises initially presented and the reading of didactic material. It is concluded that the colonial experience, not ruled by political autonomy, is responsible for the form of thought that reifies the subalternity of certain groups and bring Eurocentric binarism. A critical movement based on holistic and interdisciplinary approaches is needed to mitigate the reminiscences of our colonial experience in education. Keywords : Post-Colonialism; Geography; Anthropology; School Education; School books.

geonordeste

A CONTRIBUIÇÃO DAS PREMISSAS PÓS-COLONIAIS PARA O ENSINO DA GEOGRAFIA ESCOLAR (THE CONTRIBUTION OF POST-COLONIAL PREMISES FOR THE FIRST YEARS GEOGRAPHY EDUCATION)