A voz Potiguara ecoa na sala de aula : novas perspectivas no Ensino de História

Abstract

Silencing and stereotypes about Indigenous peoples have long shaped mark history teaching in Brazil. The changes planned after the country's democratization aim to modify this reality and enable critical perspectives on the past. This research focuses on analyzing the inclusion of the theme of Indigenous peoples, especially the Potiguara of Paraíba, in History teaching. The study seeks to compare traditional works widely disseminated in the state with the new perspective on Indigenous peoples, highlighting the influence of these texts on the school curriculum at the National, State, and Municipal levels in João Pessoa (PB). Furthermore, an analysis was carried out of the synopses of the PNLD literary para-textbooks from the year 2020, intended for the final years of Elementary School, observing the indigenous representations present in them. We understand that speeches related to the new indigenous history still need better inclusion within the curricula, as, despite the obligation of Law 11,645/2008, some materials were produced to support teachers in the classroom. To this end, we created the booklet “The Voice Potiguara Echoes in the Classroom: Didactic Sequences with a Decolonial Approach”, which presents three didactic sequences recommended for the 7th year of Elementary School, but adaptable for other grades. The productions use historical sources taken from the book “Os Potiguara dos Potiguara” (2005), in addition to the booklet “Knowing the Potiguara of Paraíba: A Comic Book Adventure”, both were built from permanent dialogue with the Indigenous people. Thus, this work seeks to promote a critical decolonial approach in teaching Indigenous history and in non-indigenous schools, including Potiguara voices in the classroom.