REPRESENTATIVIDADE INDÍGENA EM MATERIAIS DIDÁTICOS DE LÍNGUA PORTUGUESA: UMA ANÁLISE CRÍTICA DE LIVROS DO 6° E 7° ANO APROVADOS NO PNLD DE 2024

Abstract

This work aims to analyze indigenous representation in Portuguese language teaching materials from the Araribá Conecta, Trajetórias, SuperAÇÃO and A Conquista collections, approved by the National Textbook Program (PNLD) of 2024, aimed at the 6th and 7th years of Elementary School. The research has the general objective of evaluating how indigenous peoples are approached in linguistic, social and cultural terms in these materials and the specific objective of identifying the presence of stereotypes and the depth of the narratives, in order to enable a critical analysis of the representation of indigenous cultures in Portuguese language textbooks, in order to reflect on ways to avoid the identified problems. The discussions were based on theorists such as: Santos (1994), Faraco (2016), Alves and Xavier (2019), Soares (1998), Noll and Dietrich (2019), Silva and Costa (2018). From the analysis of textbooks from publishers Moderna and FTD, it was found that indigenous themes, despite being present, are often treated superficially and without stimulating critical or reflective discussions about cultural diversity. The study highlights the importance of a more inclusive and sensitive approach, suggesting the need for greater participation of indigenous authors in the development of educational content. The present work, therefore, aims to contribute to an education that promotes respect and appreciation for indigenous cultures in Brazil.