Onde estão os indígenas? o livro didático como instrumento de formação histórica e a invisibilidade indígena no Brasil (1988 ao tempo presente)

Abstract

This study aims to address the ongoing conflict between the continuous colonial project and the resistance of indigenous communities, focusing on the education of non indigenous people and its educational gaps. This project of erasure permeates the educational, judicial, political, and economic spheres; however, it is within education that this project is consolidated, which is why the political uses of the past in basic education are highlighted in this study. It is evident that textbooks are used as instruments to shape an ideal of progress, contrasting it with the ancestry and existence of original peoples. Thus, education, which has the potential to be emancipatory, is also capable of perpetuating prejudices through a Westernized lens, where Eurocentrism serves as the primary reference for culture, time, and 'evolution' based on progress. Throughout the study, the illegalities inherent in the 'Marco Temporal' (Time Frame) thesis are presented as an example of the results of a state policy of acculturation, predicated on the integration of original peoples into the national communion. Through the analysis of textbooks produced after the 1988 Constitution, the educational gap regarding the formative plurality of the Brazilian State becomes perceptible. We demonstrate that, beyond a legal issue, this is an educational matter that trivializes immemorial possession and indigenous narratives, consolidating a constant territorial, cultural, and existential insecurity. Therefore, it is necessary to move beyond mere legislative decrees by highlighting indigenous protagonism since the arrival of invaders in 1500, ensuring that a plural and intercultural history endures and that a less dualistic society is strengthened, with ancestral roots deeper than those initiated by the Age of Discovery.