Para além do dia 19 de abril: ensino de História e Culturas Indígenas na Educação Básica

Abstract

This research investigates the social representations of Basic Education teachers regarding the teaching of Indigenous History and Cultures, based on Law 11.645/2008, which mandates the inclusion of this subject in public and private educational institutions in Brazil. Employing a quantitative and qualitative methodology, the study draws on the Theory of Social Representations (Moscovici, 2011; Jodelet, 2001) and incorporates a decolonial perspective(Candau, 2020; Krenak, 2020, 2022; Munduruku, 2000, 2012; Quijano, 2015; Walsh, 2009)to analyze the meanings attributed by educators to Indigenous topics in the school context. Asa methodological procedure, a questionnaire with open and closed questions was distributed via Google Forms to teachers from various disciplines and regions. The 66 responses were analyzed using the Collective Subject Discourse (CSD) method, enabling the construction of syntheses that represent the collective thinking of teachers. The research findings reveal social representations that point to: (1) a lack of training and appropriate materials; (2) prejudice and lack of interest within the school community; (3) rigid curricula and time constraints; (4)limited knowledge and lived experience regarding Indigenous cultures; (5) sociocultural resistance, including from families; and (6) a perception that no obstacles exist, attributing the responsibility solely to the teacher’s individual initiative. As an educational product, acontinuing education course was developed for teachers, focusing on interdisciplinary and decolonial practices that value Indigenous self-representation and promote critical and contextualized listening. One hundred and fifty-six (156) educators from across the country enrolled in the course, which consisted of 30 hours of training, and were invited to share their perceptions and experiences (or the absence thereof) regarding the topic. In the end, the course had approximately 70 regular participants, 47 of whom authorized the useof their discussion forum responses in this research. These responses were also analyzed using the CSD method and cross-referenced with the questionnaire data. The social representations constructed by participants throughout the course show that the training helped: (1) broadentheir understanding of Indigenous topics beyond legal requirements, toward a decolonial and interdisciplinary perspective; (2) deconstruct generalized images and value the plurality of Indigenous identities; (3) highlight the importance of direct engagement with Indigenous voices in schools; (4) reflect on the invisibilization of urban Indigenous peoples and their curricular inclusion; and (5) spark interest in context-based pedagogical practices, indicatingthe need for continued and deeper training. An e-book was also made available as part of this educational product, serving as a “mirror” of the course, with the goal of expanding access to the information and materials used during the training. The findings demonstrate that, despitelegal mandates, hegemonic representations persist—even within educational settings—although critical representations are emerging that seek to break free and, in time, assumea leading role. The research thus reinforces the importance of both initial andcontinuingteacher education aimed at a decolonial pedagogy.