Representações de história e cultura indígena em livros de história utilizados em escolas públicas estaduais de Manaus - Amazonas

Abstract

This dissertation is linked to the Teaching of Human Sciences research line within the Graduate Program in Teaching Sciences and Humanities (PPGECH). Its general objective, based on the field of post-critical studies in education, is to analyze the representations of Indigenous history and culture in History textbooks for Elementary School II, used in the context of State Schools in Manaus, Amazonas State. This analyzes hegemonic discourses and explores the possibilities of deconstructing colonial narratives, as well as valuing Indigenous epistemologies. The specific objectives seek to: a) Map the representations of Indigenous peoples in textbooks, using post-critical theoretical tools (such as decolonial studies and Cultural Studies) to identify regimes of truth, silencing, and strategies for naturalizing cultural hierarchies; and b) Discuss how the discourses present in teaching materials reinforce and/or subvert essentialist notions about Indigenous history, identity, epistemology, and ways of being, considering the multiplicity of voices and knowledge of Indigenous peoples in the Amazon. Through a qualitative approach and documentary analysis, the research examines how the visual and textual narratives present in textbooks subordinate and invisibilize Indigenous agency and reinforce a Eurocentric perspective on history. The study highlights the urgency of decolonizing the school curriculum, promoting an intercultural education that values the multiple voices and knowledge of Indigenous peoples. It argues that overcoming such distorted representations is fundamental to building a more just and equitable society, where cultural diversity is recognized and respected. The dissertation proposes critical reflections on the role of textbooks in the formation of identities and the perpetuation of inequalities, pointing to paths for a transformative pedagogical practice engaged in the decolonization of thought.