A construção do indígena nos materiais didáticos de Sociologia r ealizações e desafíos.

Abstract

Law nº 11.645/08 inserted in the curriculum of National Basic Education, public and private, the mandatory teaching of Indigenous History and Culture. Starting from the challenges to law enforcement and considering each school subject possibilities, the present work focuses its analysis on high school and aims to understand contributions and limitations of Sociology for the effectiveness of the law in question. For this, we started from the survey and analysis of the normative documents influenced by the law’s approval, emphasizing the National Textbook Program (NTP) of 2012, 2015 and 2018, four Sociology books published before law’s approval and three Sociology textbooks approved in NTP editions after the law. After that, were presented a number of initiatives that support other teachers, both in terms of teacher training, as in teaching indigenous themes in basic education classrooms. Based on the comprehension of what is expected from high school and how Indigenous History and Culture teaching should take place in Brazil, we attempted to understand the forms indigenous populations are represented and to what extent the contents collaborate with the implementation of law 11.645/08. The results show a progress at the indigenous thematic insertion on books and an effort to present them positively, however, it is still possible to observe the predominance of images that resort to stereotypes and the necessity to expand ethnic diversity discussion. There is a recurrence of middle-west indigenous images and an absence of both images and contents about indigenous from other regions. Based on the results indicated above, we conclude that dialogue between academic production and basic education is necessary, such as teaching materials, review of the information about indigenous people disseminated throughout the history, literature and reproduced by schools through teaching materials. We noted the advance regarding the insertion of knowledge about indigenous populations, but as we made it clear throughout this work, beyond the obligatoriness, it is necessary to evaluate the content of the informations, “what” and “how” these informations are handled in classrooms.