Interculturalidade e consciência histórica no ensino da temática indígena: currículo e práticas em Alagoas

Abstract

The dissertation, whose title is "Interculturality and Historical Consciousness in Teaching the Indigenous Theme: Curriculum and Practices in Alagoas". The aim of the research is to analyze the curriculum documents produced in the state of Alagoas, in the years 2010 and 2014, from the perspective of the indigenous theme and relate them to the teaching practice through a History Lesson (SCHMIDT, 2016) using the theoretical and methodological assumptions of History Education. For analysis purposes, the curriculum was divided into official and real. The official curriculum is understood as the norms, guidelines, and parameters that guide the practices that occur in the classroom. To analyze the official curriculum, the curriculum referential of Alagoas between 2010 and the Curriculum Referential of Alagoas of 2014 were selected as research objects. The real curriculum, which effectively occurs in the classroom, was observed through the application of a History Lesson, based on the Matrix of the History Lesson proposed by Maria Auxiliadora Schmidt. The curriculum analyses sought to contribute to the field of History Education which has as its principle "to propose a teaching that contributes to the complexity of historical thinking of young people and children and, therefore, to the development of their historical consciousness, identity, and citizenship." (CARVALHO and SCHMIDT, 2008, p.) The methodology of the work was based on Oral History, document analysis and the realization of the practical lesson. The use of Oral History was in line with FERREIRA (2006) who establishes and orders procedures, using it as theory and practice. The document analysis was based on the theory of critical interculturalism, which aims at a decolonial history for the understanding of the indigenous population. The preliminary results of the research showed that the official curricula of Alagoas were geared towards a neoliberal education perspective, dissonant from the paradigms of critical interculturality. The results of the actual curriculum were analyzed based on the History class working with indigenous themes and presented a proposal which resembles what is aimed by the theory of critical interculturalism and History Education, since it propitiates History learning. Thus, it is hoped that the indigenous population will be respected as a historical subject and in the cultural aspects which include their languages, knowledge, corporealities, narratives, time and space. The theoretical basis of the research arises from a dialogue with the following authors: John Rüsen (2010), Maria Auxiliadora Schmidt (2016), Isabel Barca (2018), Catherine Walsh (2006), (2008), Bodo Von BÖRRIES (2018), Tomaz Tadeu da Silva (2016), among others.