A história dos povos indígenas e sua presença no livro didático de história do 4° ano dos anos iniciais do ensino fundamental no município de Aparecida de Goiânia

Abstract

This final paper for the Bachelor's Degree in Bilingual Pedagogy discusses how Indigenous peoples are portrayed in the 4th-grade History textbook used in the early years of Elementary Education in the municipality of Aparecida de Goiânia. The central question posed is: how are Indigenous peoples represented in the History textbooks adopted for the 4th grade in the early years of elementary school in Aparecida de Goiânia? To answer this question, the research conducted a bibliographic study based on existing literature on the subject. The choice of 4th-grade History textbooks is justified by the fact that this is when the topic begins to appear in a more structured way in the curriculum, especially in relation to Brazilian history. In the first chapter, entitled “Indigenous Peoples and the Formation of Brazil,” the country’s formation is discussed through the perspectives of authors such as Ribeiro (1995), Holanda (1936), and Schwarcz (2019). In the second chapter, to address the History curriculum and how education developed in Brazil, the works of Silva (1999) and especially Ribeiro (2011) were used. The third chapter analyzes the representation of Indigenous peoples in the textbook Vamos Aprender: Interdisciplinar História e Geografia – Anos Iniciais do Ensino Fundamental. The analysis revealed that, although there are efforts to show Indigenous diversity, stereotypes and romanticized views still persist. To deepen this reflection, works by Krenak (2020) and Munduruku (2009) were used, which emphasize the need for a decolonial education that values the multiple Indigenous identities and combats historical prejudice.