História dos povos indígenas no ensino médio: uma análise dos livros didáticos da coleção Moderna Plus (2020-2024)

Abstract

The inclusion of content related to Indigenous history and culture in school curricula, as established by Law No. 11.645/2008, represents an initiative aimed at addressing centuries of invisibility and stigmatization of these populations within the Brazilian educational context. This article analyzes, based on this legislation, the content concerning Indigenous peoples found in the textbooks used at CETI Bucar Neto school, in Floriano, Piauí. The textbooks analyzed are part of the Moderna Plus collection and are intended for high school education, used between 2020 and 2024, during the implementation of the “high school reform” approved under the government of Michel Temer. The study identified that the treatment of Indigenous-related content remains fragmented, superficial, and marked by Eurocentric perspectives, failing to fully incorporate the historical narratives and resistance of Indigenous peoples. As an essential pedagogical tool, the textbook must be constantly revised to reflect Brazil's cultural diversity. A more pluralistic education requires the recognition of Indigenous peoples as active historical subjects throughout Brazil's history, as well as the overcoming of Eurocentric paradigms that still prevail in many educational materials.