This study focuses on the teaching of Indigenous history and culture in the early years of elementary school, with a specific emphasis on Raimundo Oliveira Alencar Municipal School in Macapá, Amapá. It aims to analyze how teachers address this subject in the classroom and how educational materials, particularly books from the National Textbook Program (PNLD), represent Indigenous peoples.
The research examined the implementation of Law No. 11,645/2008, which mandates the inclusion of Indigenous history and culture in the basic education curriculum, identifying challenges and opportunities in teaching practices. The study involved the analysis of textbooks, lesson plans, and teacher questionnaires, revealing a predominantly Eurocentric and limited approach to Indigenous history and culture. The findings indicate that most teachers lack specific training on the topic, relying primarily on textbooks as their main reference. Additionally, Indigenous culture is addressed sporadically, mainly on "Indigenous Peoples' Day."
Given these limitations, the research proposes the adoption of more dynamic and participatory methodologies to foster a more inclusive and contextualized teaching approach. As a pedagogical product, a board game titled "Historical and Cultural Map of the Indigenous Peoples of Amapá and Northern Pará" was developed to expand students' knowledge of the region's Indigenous peoples, offering a more interactive and engaging approach to their history and culture.
This study contributes to the reflection on the teaching of Indigenous history and culture in the early years of elementary education and highlights the importance of continuous teacher training in developing more representative and inclusive pedagogical practices. Thus, the research seeks to promote the appreciation of Indigenous culture and the deconstruction of stereotypes, fostering a more democratic and respectful education.
