Povos indígenas em livros didáticos : uma análise de conteúdo do livro de história do 4º ano no município de Linhares/ES

• Ano de defesa: 2024
• Autor(a) principal: Silva, Antonio Marcos Rocha da
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal do Espírito Santo; BR; Mestrado em Ensino na Educação Básica; Centro Universitário Norte do Espírito Santo; UFES; Programa de Pós-Graduação em Ensino na Educação Básica
• Palavras-chave em Português: Povos indígenas; Livro didático; Análise de conteúdo; Indigenous peoples; Textbook; Content analysis; Ensino
• Link de acesso: http://repositorio.ufes.br/handle/10/18311

This study proposal addresses an analysis of the content and images of Indigenous peoples present in the History textbook from the Buriti Mais Collection, aimed at 4th - grade classes in Elementary School. The main objective of this work is to conduct an analysis of the content and representations of Indigenous peoples of Brazil in the textbooks of this collection. To achieve this, the methodology used in this research is based content analysis on Bardin (1977), aiming to highlight the textual productions of ideological and imagistic knowledge about Brazilian Indigenous peoples in the provided textbooks, reflecting historical contextualization from a decolonial perspective (SMITH, 2018) in teaching, among other aspects. Overall, this study seeks to understand the representations of Indigenous peoples expressed in the works and how to conduct educational-formative processes so that teachers can be critical and discerning in the selection of textbooks, thereby avoiding perpetuating stereotypical images of Indigenous peoples. In this context, this reflective and analytical study aims for affirmative policies to recognize these peoples in the educational resources circulating in schools, ensuring that the production of knowledge in these works is committed to the historical-cultural and social affirmation of Brazil's Indigenous peoples, geared towards historical repair and echoing the knowledge production of Indigenous peoples in a counter-hegemonic dimension to decolonize knowledge production, thereby expanding the historical consciousness of teachers and students in reflective education about Indigenous peoples