Temática indígena nas escolas: racismo, preconceito e seu impacto na educação

Abstract

This monographic work aims to critically analyze how the indigenous theme is applied in schools with non-indigenous people and how its applicability happens after the enactment of law 11.645/08. The interest in the subject arose through research on the indigenous theme and how the history and culture of these native peoples have been worked on in schools. The problem that guided the structuring of the research was: What changed after Law 11.645/08 was implemented in school curricula? The objective of this study is to highlight the misconceptions that are commonly passed on to students in everyday school life. To begin the conceptual approach of this study, we first conducted a bibliographic survey of exploratory research on the chosen theme, with theoretical support the thoughts of the following authors: Sá (2010), Cruz and Jesus (2013), Collet, Paladino; Russo and (2014), Bergamaschi and Zamboni, Miranda (2009); Pastana and Ferro (2017), which indicate how teaching treats in a pejorative way the indigenous culture in schools. In this sense, we propose to present reflections on how the indigenous theme in schools has been applied in a racist way and silenced through (pre)concepts established in a society that is based on the absence of knowledge about the subject in question.