Educação e descolonização dos currículos: o ensino de História e Cultura indígena nos livros didáticos e as relações étnico-raciais nas escolas estaduais do município de Sete Quedas – Mato Grosso do Sul

Abstract

The law 11.645/2008 proclaimed to respond to the desires and demands of the hundreds of indigenous ethnic groups existing in Brazil, carries with it an achievement arising from the advances and struggles of indigenous movements by claiming that non-indigenous society would come to know the ethnic, historical and cultural diversity of the original peoples, to deconstruct the stereotyped and prejudiced image that pervades the imagination of the Brazilian population. The Law makes it mandatory to teach History and Culture of indigenous peoples in Basic Education, in public and private schools throughout the national territory, opening a range of possibilities and challenges to be faced in the teaching of History. The obligation to promote the inclusion of indigenous themes brings ethnic-racial relations to the agenda to go beyond commemorative dates. This agenda arises from the aspect that Brazilian indigenous Histories have been marginalized, with a history focused on the European perspective standing out in textbooks. It is significant to discuss these relationships, bringing up the subject of prejudice, racism and denial that prevents dialogue with the Other. Considering the objectivity of the law, this thesis analyzes the didactic collections of the Araribá História Project, approved by the PNLD for the curricular component of History 2008 to 2010, PNLD 2011 to 2013, PNLD 2014 to 2016, and PNLD 2017 to 2019, destined for the Final Years Elementary School, used by teachers and students in state schools in the city of Sete Quedas, MS. The analysis takes place from the decolonial theory, in the direction of investigating how the process of inclusion or exclusion of the indigenous theme happens in these teaching spaces. I highlight the Sombrerito village of the Guarani Ñandeva, present in the municipality of Sete Quedas, MS, however, not (re)known by most students, teachers, and managers in the investigated educational institutions. The field of teaching in History needs the curriculum’s decolonization, a unique and universal thought impregnated with stereotypes, since practices that reproduce the romantic vision of the indigenous in the past and do not present the present time indigenous History that needs to be addressed and discussed in history classes. In this approach, the curriculum’s decolonization demands that historical events be narrated from the point of view of the other. This view differs from the unique western model and allows the development of critical thinking coming from native peoples.