Por um ensino de resistência(s): possibilidades de práticas educativas em São Miguel de Taipu - PB

Abstract

This research approaches discussions about the effective application of Law 11.645/08 in elementary schools in the municipality of São Miguel de Taipu- Paraíba/PB, 15 years after its approval. The study aims to investigate the role of teachers training in the practice of emphasizing the indigenous peoples, which is the curriculum adopted, and the space given to approach indigenous themes in the real curriculum in History Teaching. The pedagogical choices of History teachers, the contributions of education network supervisors, and the actions of the Department of Education to encourage practice by teachers are also investigated. This research uses the decolonial perspective as theoretical support, with the authors Walsh (2013; 2017), Quijano (2005) and Brighenti (2016). To discuss the curriculum, there are dialogues with Tardif (2002), Bittencourt (2009), and Silva (1999). In-depth indigenous issues, Munduruku (2009; 2021), Kayapó (2023), Krenak (2020) and Kambeba (2013) are used. The methodology used was qualitative research, with bibliographic and documentary analysis, and online questionnaires applied in schools to teachers, supervisors, and coordinators of elementary schools. The objective was to collect objective and subjective data to support the research conclusions. Systematizing these discussions, I describe the execution of an Intercultural Week entitled "The Indigenous theme in Basic Education: Dialoguing with ancestral knowledge", including a thematic exhibition in the 9th grade of Elementary School at "Escola Governador Flávio Ribeiro Coutinho" as well as Continuing Training given for teachers who compose this school, using indigenous themes to expand curricular possibilities for both teachers and students. The study seeks to contribute to teaching practices that promote a more democratic and civic education, valuing cultural diversity and the stories of indigenous peoples in History Teaching.