A temática indígena na Geografia escolar: proposições de sequências didáticas para o Ensino Médio

• Ano de defesa: 2019
• Autor(a) principal: Silva, Maria da Conceição da Paz
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Brasil; UFRN; PROGRAMA DE PÓS-GRADUAÇÃO EM GEOGRAFIA - GEOPROF - CERES
• Palavras-chave em Português: Ensino de Geografia; Temática indígena; Sequência didática; CNPQ::CIENCIAS HUMANAS::GEOGRAFIA
• Link de acesso: https://repositorio.ufrn.br/jspui/handle/123456789/27317

The teaching of Geography, accompanying the Education trajectory, absorbs demands proposed by the education system and society, directly or indirectly, making it necessary to think about and discuss the inclusion, systematization and operationalization of themes that are important, whose insertion in the curriculum effective as required by current legislation. In this context, we highlight the indigenous theme that demands greater attention, especially in Geography. In this work, we tried to investigate how the indigenous theme is inserted in the teaching of this discipline in High School. From this perspective, the research carried out was aimed at analyzing the context in which the subject matter was inserted as a topic of content of the discipline Geography; to highlight the main normative milestones of the Brazilian Education - LDB, PCNs, BNCC, as well as the new Curriculum Document of the High School of Rio Grande do Norte and the edicts of PNLD before and after the promulgation of Law 11.645 / 2008; examining the Geography collections approved in the 201LD PNLD, verifying the contents of the books in the light of the evaluation criteria of the mentioned bid, and elaborating propositions of didactic sequences, contemplating the indigenous theme, aimed at the teaching of Geography in High School, being this didactic material the product resulting from this effort of technical and intellectual production. Therefore, the results of this research itinerary are set out in the Technical-Scientific Report and in the accompanying text-based textbook, which systematizes a vision of the indigenous theme in addition to the textbook, suggesting didactic sequences that can be adapted by the teacher in the course of his praxis. Geography stands out as a discipline that has broad potential for teaching indigenous subjects, discussing aspects of different natures, from sub-themes that deal with ethnicity, distribution in the territory, demarcation of lands, relation with the environment, way of life, as well as the conflicting processes involved in the struggle for land and the claim of their rights.