SEGREGATIONIST DIDACTIC DENIALISM: SILENCES IN THE DIDACTIC-HISTORIOGRAPHICAL NARRATIVE AND ITS IMPACTS ON THE TEACHING OF HISTORY

Abstract

This article proposes an expansion of the concept of denialism through the creation of a new analytical dimension: didactic denialism in its segregationist form. Based on Márcia Elisa Teté Ramos' framework, which identifies interpretative and implicatory denialism, we argue that History education requires a specific understanding of this phenomenon, particularly within didactic-historiographical narratives. Grounded in History Didactics and the theory of historical consciousness, denialism is understood not only as factual denial but as a set of cognitive, ethical, and narrative operations that produce silencing, distortions, and exclusions. In this sense, the didactic-segregationist dimension emerges when subjects, social groups, and historical experiences are systematically marginalized or erased from curricula and textbooks, reinforcing Eurocentric and traditional perspectives. The research problem investigates how this type of denialism operates within school narratives and its effects on students' historical consciousness. The sources include the Brazilian National Common Curricular Base (BNCC) and high school textbooks approved in the PNLD 2026–2029. The study demonstrates that didactic segregationist denialism does not explicitly deny historical facts but operates through narrative selection, hierarchy, and exclusion, undermining the development of critical and plural historical learning.