A Decolonial Approach to Indigenous History and Culture: Between Silences and Protagonisms.

Abstract

The conflictive historical trajectory between indigenous peoples and colonizers in Brazil was the presupposition that motivated the research on screen, in an approach and analyzes of indigenous history in the classroom, a locus of identity formation. The objective of this study is to understand how the history of these peoples is approached in the discipline of Art from Law 11.645 / 08, which makes it compulsory to teach indigenous history and culture in school. The research was based on the analysis of the reference curriculum of Goiás and on the didactic collection Mosaico-Arte Project, for Elementary School. Among the results, it was observed that the curriculum does not show expectations regarding the indigenous arts, while the textbook offers more possibilities to the teacher, even in a timid way. The theoretical background was based on analyzes of decolonial thinking, considering that the practice of the teacher can be decisive in the process of overcoming subalternity, promoting critical reflection on the perpetuated history.