Povos indígenas: uma análise da história, cultura e representação no livro didático sob a perspectiva da lei 11.645/08

• Ano de defesa: 2025
• Autor(a) principal: Silva, Mary Jones Rocha da
• Orientador(a): Ferreira Neto, Maria Cristina Nunes
• Banca de defesa: Moura, Marlene Castro Ossami de , Araújo, Ordália Cristina Gonçalves
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Pontifícia Universidade Católica de Goiás
• Programa de Pós-Graduação: Programa de Pós-Graduação STRICTO SENSU em História
• Departamento: Escola de Formação de Professores e Humanidades
• País: Brasil
• Palavras-chave em Português: Povos indígenas; Lei n. 11.645/08; Livros didáticos; História; Representação
• Palavras-chave em Inglês: Indigenous peoples; Law n. 11.645/08; Textbooks; Representation
• Área do conhecimento CNPq: CIÊNCIAS HUMANAS::HISTÓRIA
• Link de acesso: https://tede2.pucgoias.edu.br/handle/tede/5254

This study, part of the research line Power and Representation, focuses on the representation of Indigenous peoples in textbooks. From a decolonial perspective, the research examines how History textbooks reflect or challenge Eurocentric narratives, with a particular emphasis on the representation of Indigenous peoples. Based on this premise, the study seeks to understand the extent to which these materials perpetuate or deconstruct historical stereotypes about Indigenous peoples, exploring the interconnections between historical education, cultural identity, and diversity. It emphasizes the importance of a decolonial approach, which questions and aims to reverse the colonial epistemologies present in textbooks, promoting a more plural and inclusive view of Indigenous cultures in Brazil and, consequently, an education that respects cultural diversity and values Indigenous identities within the school context. It is hypothesized that, despite legislative advances and educational guidelines, textbooks are still imbued with colonial epistemologies that reinforce negative representations of Indigenous peoples. Therefore, even with the inclusion of topics related to Indigenous cultures, these materials do not fully break with Eurocentric narratives, which limits the construction of a decolonial and plural view of Indigenous populations. Methodologically, a descriptive and qualitative approach is adopted, focusing on discourse analysis. The theoretical foundation is based on documentary and historiographical analysis, in dialogue with basic education guidelines such as the Base Nacional Comum Curricular (BNCC) and the Expanded Curricular Document for Goiás (DC-GO). To complement the theoretical analysis, a detailed examination of the textbook from the Araribá Conecta - História (2022) collection is carried out, aiming to examine how the representations of Indigenous peoples are addressed in accordance with the curricular guidelines.