Um desafio jeripancó: ensino de história na Escola Estadual Indígena José Carapina, sertão de Alagoas (2006-2016)

Abstract

The schools of differentiated indigenous category have in its core proposals of curriculum based on interculturality, that is, on the interrelationship of conventional systematized school knowledge and ethnically specific cultural and traditional knowledge. Within this context, the proposals for teaching history in indigenous schools also highlight teaching based on intercultural proposals. The challenge is to articulate global and local knowledge in the same teaching curriculum, seeking to deconstruct stereotypes, valuing local ethnic identity. Therefore, the objective of this paper is to understand the configurations of history teaching practiced in the 7th and 8th grade classes in the Jeripancó Indigenous School Education in the Alagoas backlands. Methodologically, a methodical bibliographic review research was developed, first analyzing how the reference historians scientifically approached the indigenous presence in the History of Brazil, in a second moment the analysis of educational documentation in the light of theorists who think teaching of History and Indigenous School Education. An ethnographic field research was also developed, with participant observation procedures (spectator), with the purpose of collecting research data and analyzing the teaching practice in the aforementioned classes. The research was qualitative. We sought to make a diagnosis of the teaching of history offered at school, in order to contribute to the community, enabling through research, reflections on the improvement of pedagogical instruments, as the teaching and methodologies applied to the discipline History, in Indigenous School Education of the Jeripancó people. It was found, at the end of the research, that the implementation of intercultural teaching principles and practices is a challenge to be faced by the community, especially in the teaching of history, as it is a curricular component with the profile still quite eurocentric in the school of community.