Os povos indígenas nos livros didáticos de ciências : uma análise das coleções mais utilizadas na Paraíba-PB, PNLD 2020

Abstract

The objective of this work is to analyze the presence of content related to indigenous themes in the three science textbook collections of the PNLD 2020, most used in Paraíba.This work is based on a critical perspective on indigenous peoples and Environmental Education (EE), a research oriented by the qualitative paradigm and supported by document analysis. Among these documents, the official documents related to 2020 National Textbook Program (PNLD 2020), such as data tables and spreadsheets and three collections of Science textbooks for the final years of elementary school. The access to the information contained in this work was made available by official bodies such as the FNDE and the education department of the State of Paraíba. To access such information, requests were made via emails and phone calls, based on the Access to Information Law (Law No. 12.527/2011). The research focused on the analysis of images, texts and complementary content about these people and their relationship with the environmental theme in three collections approved in the 2020 National Textbook Program (PNLD 2020). The material analyzed was composed of the Araribá Mais Ciências, Ciências Naturais Aprendendo com o cotidiano, and Teláris Ciências textbook collections. Based on the reading of these authors and the analysis of the documents, we defined two empirical categories, namely: Category 1- Stereotypes about indigenous groups; Category 2- Critical and contemporary images about indigenous peoples. In the three collections analyzed, the main stereotype identified was to make indigenous peoples explicit as homogeneous groups, which implies distorted views for Science Teaching and the silencing of environmental conflicts. Among the three collections studied, the collection that was least chosen by schools is the one with more indicators of critical views about indigenous people, while the most chosen collection has more stereotypes. This implies a more careful analysis of the choice of these textbooks in schools, as well as new questions about the other collections, not analyzed in this research.