Representação dos povos indígenas dentro do livro didático, do ensino fundamental ii no município de Ipixuna

Abstract

This study examines the representation of indigenous peoples in textbooks, seeking to identify how the indigenous image is incorporated after the enactment of Law 11.645/08. It investigates whether this incorporation of the law occurred in history textbooks. The reflection is based on two textbooks from the 7th and 8th grades of elementary school II, which have already been used by teachers in the municipality of Ipixuna. This study was developed through the analysis of the textbook that served as a documentary source for the research. The objective is to verify if there is a theme that portrays indigenous peoples as historical subjects, including them as protagonists of their own history, something that has long been denied in historiography. It is observed that within the textbook, indigenous peoples appear in a very summarized way, not encompassing the complexity of these peoples. Through the analyses, some progress was observed, but also the persistence of errors and stereotypes, characteristic of historically constructed representation over time. It is still necessary to implement the Indigenous theme in a broader way, with content that is not incorporated into other themes, and to make available a greater number of pages with content that represents these peoples in their entirety, with their struggles and distinct particularities.