The inclusion and appreciation of indigenous cultures in the school curriculum have gained prominence in recent decades, especially following the enactment of Law 11.645/2008, which mandates the incorporation of content related to Afro-Brazilian and Indigenous History and Culture in Basic Education. This research aims to analyze how indigenous peoples are represented in the didactic books from the collection “História Sociedade & Cidadania” by Alfredo Boulos, used in the municipality of Tucuruí between 2020 and 2023. The investigation seeks to determine whether the indigenous representations in these materials are adequate to promote a balanced and informed understanding of indigenous cultures, in accordance with current legislation. The central hypothesis posits that, despite legislative advances, the representation of indigenous peoples in didactic materials remains insufficient, impacting the cultural identity formation of students and the preservation of historical knowledge among indigenous populations. Furthermore, the research explores the cultural diversity presented and suggests the inclusion of local complementary materials to enrich the educational process. This study contributes to the promotion of a more inclusive and representative education, valuing indigenous cultural diversity and reinforcing the need for a respectful and authentic pedagogical approach.
|
