Narrativas e olhares sobre culturas indígenas nas aulas de artes visuais.

Abstract

The validity of a social imaginary that represents the indigenous artistic legacy in an obsolete way, in addition to the persistent stereotyping and invisibility of the cultural manifestations of native peoples, inside and outside elementary education institutions in contemporary times, testify that more and more, the debate and the problematization of the curriculum of these institutions need to be carried out, in order to enable the construction of a more just and multiethnic education. This research investigates decolonial pedagogical practices, with an interest in critical interculturality and discussion of dominant narratives, based on the observation of school daily life and the visual culture of students. From an art teaching/learning process that values ancestry and the contents emanating from Amerindian aesthetic manifestations, significant approaches were sought to expand the understanding of the struggle for rights and existence and for the importance of safeguarding the cultures of these populations today. In line with the implementation of law 11645/2008, this research presents a set of lived and narrated experiences from teaching practice in the discipline of Visual Arts in the elementary school of the municipal education network of Rio de Janeiro, centered on artistic practices attentive to the cultural diversity and militancy of Brazilian native peoples.