Repensando os povos indígenas do Brasil com o jogo Guapó : possibilidades para o ensino de história

Abstract

History teaching has undergone important transformations in recent decades, driven by historiographical and pedagogical approaches that seek to overcome Eurocentric narratives and promote a critical, plural and inclusive understanding of the formation of Brazilian society. In this context, Law No. 11,645/2008 is a landmark because it made the teaching of Afro-Brazilian and Indigenous history and culture compulsory. Despite this advance, challenges remain regarding its implementation in curricula and school practices, including occasional, folklorized approaches or treatments restricted to the colonial past. This article discusses possibilities for History teaching guided by a decolonial perspective, emphasizing the protagonism of Indigenous peoples and their knowledge. It presents the Guapó board game as a pedagogical resource developed with elements of gamification, initially intended for the 7th grade of Elementary School and the 1st year of High School. The game addresses ethnic diversity, ways of life, territorialities, knowledge, resistance, and the impacts of colonial invasion, articulating the analysis of maps, images, and textbooks. The proposal seeks to foster participatory learning, broaden students' contact with different sources, and encourage respect for cultural diversity and the construction of critical and decolonial historical knowledge.