THE REPRESENTATIONS OF INDIGENOUS PEOPLES IN SCHOOL CURRICULUMS

AN ANALYSIS BASED ON GUIDED TOURS AT THE TIMBIRA ARCHEOLOGY AND HISTORY RESEARCH CENTER (CPAHT)

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Authors

DOI:

https://doi.org/10.56579/rei.v5i7.700

Keywords:

Curriculum, Indian people, CPAHT, Interculturality

Abstract

This work analyzed the representations of the Timbira indigenous peoples, from the guided tours at the Center for Research in Archeology and Timbira History (CPAHT) of the State University of the Tocantina Region of the State University of the Tocantina Region (UEMASUL). We used a qualitative approach, which consisted of field research that took place at CPAHT. We observed and recorded questions from students and teachers in a logbook for six months during guided tours. We resorted to primary sources such as Curt Nimuendajú and the narratives of students from municipal schools in Imperatriz-MA. The main authors who supported the research were: Arroyo (2014), Candau (2014), Freire (2000), Luciano Baniwa (2016) and Silva (2012). The research pointed out stereotyped views rooted in the teaching and learning process, which are implicitly strengthened in the narratives of studentes and teachers. In this sense, we concluded, based on the research, that the participation of all educators and the development of educational policies for the appreciation of the cultural diversity existing in brazilian society are necessary. 

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Author Biographies

Thalia Braga Costa, Federal University of Maranhão

Pedagogue from the State University of the Tocantina Region of Maranhão (UEMASUL). Specialist in Psychopedagogy from the Sinapse Institute. Master's student in the Postgraduate Program in Teacher Training and Educational Practices (PPGFOPRED) at the Federal University of Maranhão (UFMA). Research interests: Indigenous Peoples, Intercultural Education, School Curriculum.

Ilma Maria de Oliveira Silva, Federal University of Maranhão

Ph.D. in History from the University of Vale do Rio dos Sinos - UNISINOS (2018), in the research line Indigenous Societies, Culture, and Memory. Master's degree in Education from the Federal University of Maranhão - UFMA (2012), in the research line School Institutions, Knowledge, and Educational Practices. Specialist in School Administration and Supervision from Faculdade Integrada de Amparo (2002), Specialist in Higher Education Teaching Methodology from the State University of Maranhão - UEMA (2004). Graduated in Pedagogy from the Federal University of Maranhão - UFMA (2000). Professor in the Education Master's Program of the Postgraduate Program in Teacher Training and Educational Practices - PPGFOPRED at the Federal University of Maranhão - UFMA. Coordinator of the Lato Sensu Postgraduate Course in Education: Higher Education Didactics. She is an Associate Professor I at the State University of the Tocantina Region of Maranhão - UEMASUL, in the Pedagogy course. Associated researcher at the National Association of Research and Postgraduate Studies in Education - ANPEd. Linked to the Research Group History of Institutions, Educational Practices, and Historical Subjects (UFMA) and the Research Group in Intercultural Dialogues and Educational Practices - DIPE (UFMA). She has experience in the field of History, with a focus on the History and Culture of Brazilian Indigenous Peoples and in Education with an emphasis on Curriculum, Supervised Internship, Educational Practices, and Didactics.

References

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Published

2024-01-03

How to Cite

Costa, T. B., & Silva, I. M. . de O. (2024). THE REPRESENTATIONS OF INDIGENOUS PEOPLES IN SCHOOL CURRICULUMS: AN ANALYSIS BASED ON GUIDED TOURS AT THE TIMBIRA ARCHEOLOGY AND HISTORY RESEARCH CENTER (CPAHT). Interdisciplinary Studies Journal, 5(7), 215–232. https://doi.org/10.56579/rei.v5i7.700

Issue

Vol. 5 No. 7 (2023): DOSSIER: Intersectionality and Education: Challenges for Thinking School Education

Section

ARTIGOS

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