Análise bibliográfica sobre o ensino da história dos povos indígenas em escolas públicas e suas implicações na prática docente

Abstract

Including indigenous culture in school curricula is a way of highlighting the knowledge and importance that native peoples have in the construction of our nationality, as well as enriching learning about them. In view of this, the present research starts from the following question: How should the indigenous theme be addressed in primary school classrooms? The general objective was to analyse theoretical subsidies regarding the teaching of indigenous issues in primary school classrooms, and the specific objectives were: to discuss the implementation of Federal Law 11.645/2008; to demonstrate the importance of teaching practice when addressing indigenous culture in classrooms; to describe the methodologies used to work with indigenous culture in primary education, relating them to the knowledge constructed by students. The methodology refers to a bibliographic research based on literary contributions, such as the authors: Bringmann; Gottert (2021), Carie and Lima (2018) and Law 11,645 of 2008; Freire (2022), Pimenta (1996), Silva (2012); Bicalho, Tristão Maciel and Oliveira (2022), Fernandes (2023) and Kayapó (2019). The results of the research show that even after almost two decades of Law 11.645/2008 being in force, the indigenous theme is still little discussed in schools, and knowledge on the subject is still dominated by stereotypical ideas. It also highlights the importance of teaching practices in the development of teaching methodologies that fundamentally contribute to learning in a positive way, as well as the silencing of indigenous voices that discuss these issues.

Keywords: education; teaching practice; indigenous culture; Law 11.645/2008;