Quem são os indígenas presentes nas políticas curriculares: um estudo da Lei nº 11.645/08

Abstract

The study of Indigenous History and Cultures became mandatory in the school curriculum as of the approval of Law 11.645/08, which amended the Law on Guidelines and Bases of National Education (LDB 9.394/96) in order to contribute to overcoming misinformation which favors the production of stereotypes and prejudices about indigenous peoples. A proposal, according to the text of the law, in order to guarantee to these peoples that their rights are respected in the most diverse forms of socio-cultural expression. The present research, linked to the master's degree program of the Postgraduate Program in Education, Culture and Communication in Urban Peripheries (PPGECC), aims to analyze the production and disputes in indigenous representations articulated in curricular policies. For this, I establish as a theoretical analysis the defense of a discursive perspective in the attempt to approximation with the poststructuralist approach that has been productive to think the themes associated with cultural and identity issues, as well as their implications for the curriculum. This perspective seeks to assume the centrality of culture and its consequences in contemporary relations by dialoguing with Stuart Hall's studies and to think the curriculum beyond a multicultural conception in which difference is treated as diversity. This implies recognizing that this is done in the midst of processes of negotiation and translation of senses that proliferate in contexts marked by the ambivalence of belonging, understanding it as a space-time of cultural frontier, according to the studies of Macedo (2006). The research seeks to broaden the discussion on indigenous cultures in curricular policies, making possible the problematization of cultural discussions about difference that, in my opinion, have proved insufficient to date.