Práticas pedagógicas e o ensino das histórias e culturas dos povos indígenas em Tocantínia (TO)

Abstract

Teaching about indigenous peoples is still often based on generalized methods, treating indigenous people as a homogeneous group. This work aims to observe the impact of Law 11.645/2008 on the inclusion of indigenous culture and history in basic education in the municipality of Tocantínia. The central question is: how has Law 11.645 influenced the inclusion of indigenous themes in schools in Tocantínia? To answer this question, an analysis of the Pedagogical Political Project, classroom observations, applications of regencies and preparation of lesson plans as proposals on the theme were carried out. The authors Bessa Freire (2002), Collet et al. (2013), and André Demarchi and Odilon Morais (2015) were used to theorize and support the discussion about the teaching of the history and culture of indigenous peoples, as well as stereotypes and prejudices present in society. The results indicate that, despite advances in the inclusion of indigenous content, there are still significant challenges, such as the lack of specific training for teachers and the scarcity of adequate teaching materials. It is concluded that Law 11.645 has promoted greater awareness about indigenous culture, but its effective application requires more resources and support. It is crucial that schools, the education system, and government agencies strive to provide continuous training for educators, as well as to develop and make available materials that adequately represent the richness and diversity of indigenous cultures. Only with a joint and systematic effort will it be possible to ensure that the teaching of indigenous history and culture is effective, respectful and truly inclusive, contributing to an education that celebrates and recognizes the cultural plurality present in Brazil.