Educação escolar indígena e imagens e narrativas dos povos indígenas nos livros didáticos de história do ensino fundamental, no município de Aracruz, ES.
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Data
2025-06-06
Autores
Marques, Gefferson Pereira
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Universidade Federal do Espírito Santo
Resumo
This research focuses on Indigenous School Education and on the images and narratives of Indigenous peoples found in History textbooks used in Elementary Education in the municipality of Aracruz, Espírito Santo, Brazil. The general objective is to problematize—based on bibliographic research and on conversations with teachers and Indigenous leaders—the images and narratives of Indigenous peoples and their ways of life in History textbooks for Elementary Education in Espírito Santo, published after the enactment of Law 11.645/08 and included in the 2024 National Textbook and Teaching Material Program (PNLD), adopted by the municipal school system of Aracruz, including the five Indigenous Schools in the municipality. The specific objectives are: (a) to problematize the images and narratives of Indigenous peoples and their ways of life conveyed in the Coletânea Buriti mais História (2023– 2026) textbooks for grades 1 to 5, adopted by the municipality of Aracruz-ES and by Indigenous villages; (b) to conduct conversational interviews with Tupinikim Indigenous teachers so they may share their experiences with the images and narratives of Indigenous peoples in Elementary History textbooks, and explain how their pedagogical practices value Indigenous School Education, highlight Indigenous ways of life, Indigenous Territories, and the protagonism of Indigenous peoples in society; (c) to create an Educational Product titled Kesapeba de Imagem e Narrativa Contracolonial, based on conversational interviews and developed in collaboration with teachers and Indigenous leaders, which contrasts the images and narratives of Indigenous peoples found in Elementary History textbooks circulating in Indigenous schools in Aracruz-ES. These images and narratives valorize Indigenous ecologies, resistances, and re-existences, as well as the struggle for the preservation of Indigenous Territories, Indigenous School Education, and the protagonism of Indigenous peoples in different sectors of society. The theoretical framework includes studies from the Research Group “Territórios de Aprendizagens Autopoiéticas,” in dialogue with Ethnic-Racial Relations Education, narrative research, and the Freirean perspective on education, as well as Indigenous authors, Indigenous teachers, and legal provisions related to textbooks. The methodology aligns with narrative research and studies of everyday school practices, incorporating bibliographic and documentary research. Conversational interviews were conducted with teachers and Indigenous leaders so they could narrate their pedagogical, formative, and community practices, and their contributions to the deconstruction of stereotyped representations of Indigenous peoples—both in textbooks and in society. The results present narratives from teachers and Indigenous leaders and their contributions to continuing education and to the deconstruction of stereotypical portrayals of Indigenous peoples in textbooks, as well as an educational product created in collaboration with teachers and Indigenous leaders, in which the Tupinikim people of Espírito Santo are represented through images and narratives that highlight their culture and ancestry, the struggle for the preservation of Indigenous Territories, Indigenous School Education, and the protagonism of Indigenous peoples in the various roles they occupy in society.
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Livro didático de história , Povos indígenas , Educação escolar indígena