O apagamento histórico dos povos indígenas durante o Brasil império no livro didático

Abstract

This study aims to analyze how Indigenous peoples are represented in historiography and in History textbooks for the 8th grade of Elementary Education, focusing on the period of the Brazilian Empire. Initially, the research examines the historiographical production concerning Indigenous peoples throughout the nineteenth century, highlighting the processes of marginalization and silencing of these subjects in the construction of national history. Subsequently, a comparative analysis is conducted of two History textbooks used in the state of Paraíba, one from the public education system and the other from the private sector, in order to identify how these materials address Indigenous presence during the imperial period. The methodology is based on a qualitative analysis of the content, considering categories such as presence and absence, forms of representation, and articulation with pedagogical proposals. The results indicate that, despite some specific advances, Indigenous peoples are still approached in a limited manner and are insufficiently integrated into the central historical narratives, which compromises the understanding of their historical agency. Finally, the study discusses the challenges related to the incorporation of historiographical production into basic education, emphasizing the need for a more critical and plural approach in the teaching of History.