This work intends to comprehend the transformations that occurred in the initial formation of history teachers regarding the indigenous thematic after the promulgation of the law number 11.645/2008 until the year of 2018. The general goal of the thesis is to analyze the change of perspective about the indigenous historical agent in the official documents of Federal University of Pará’s History faculties (from Belém, Bragança, Tocantins/Cametá campuses) through the subjects, in the development of the curricular planning, research and extension projects. The Pedagogical Projects of Course (PPC’s) are the guidelines for the history degree,
being a source of perception in the changes that occurred after the law number 11.645/2008. It is also a goal to analyze the experience reports from the faculty who trained the history teachers for the Elementary Education, making it possible to analyze the academic and pedagogic actions held after the promulgation of the legislation, mainly to teach in class. The documental and oral sources were analyzed through the concepts of decoloniality and critical interculturality. Through the considerations it was noted that the transformations regarding the
indigenous thematic in the formation of history teachers occurred in a particular way at each campus of the Federal University of Pará. The changes perceived on the research about the changes of perspective regarding the indigenous thematic in history degree of UFPA’s three selected campus are highlighted by the work featured by teachers who research, teach and promote the Indigenous History and Indigenism. The Intervention Project developed is a booklet which has the intention to present the concept of critical interculturality and how this
line of thought can be used on the formulation of didactic sequences that values the political fight, the knowledge and the history of brazilian indigenous people.
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