Ensino de história indígena a temática indígena na educação básica de Paulo Afonso Bahia (2022-2024)

Abstract

This work addresses the importance of teaching Indigenous History in building a more inclusive and diverse understanding of Brazil’s past and present. Historically, the predominant narrative in Brazil has neglected the cultural contributions of Indigenous peoples, viewing them merely as ethnography rather than as an active part of history. However, this perspective has shifted with the strengthening of Indigenous movements that fight for their rights and the preservation of their culture. The research highlights Law 11.645/2008, which mandates the inclusion of Indigenous history and culture in the school curriculum. This landmark aims to promote a more pluralistic and multiethnic society, recognizing Indigenous peoples as protagonists in Brazil’s history and knowledge. To analyze the implementation of Indigenous themes in the basic education system of Paulo Afonso (BA), the study employed qualitative methods and conducted interviews with the superintendent of basic education, four educational coordinators, three teachers, and three students to understand how Indigenous themes are addressed. The study reveals that there is still prejudice and a superficial approach to Indigenous topics in schools and proposes that this research can contribute to more inclusive educational decisions. It also suggests teacher training to effectively and accurately convey content without stereotypes, fostering a school environment that values cultural diversity. The work is organized into five sections, covering everything from perceptions of Law 11.645/2008 to a lesson plan proposal for introducing Indigenous themes in the classroom.