MUCH BEYOND BORBA GATO: PAST, PRESENT AND FUTURE INDIGENOUS IN DISPUTES FOR MEMORY AND HISTORY TEACHING
The article starts from the disputes over memory and school history in the contemporary world to investigate the representations of the indigenous population in the teaching of Brazilian History. Significant examples of approaches to the theme are presented in 20th century didactic works that express the conflict between a homogeneous national identity, a clear derogatory view of indigenous peoples and, more recently, the struggle for spaces and other representations of the histories of this population in School history. It seeks to show that this dispute reflects the very dynamics of the construction of colonial society and internal colonialism that was perpetuated with the formation of the Brazilian National State. Finally, it is proposed, as an example, a possibility of overcoming, using excerpts from narratives that address the political struggle of indigenous women leaders for the demarcation of lands and for the recognition of their cultural production, as a way of making visible the clashes in relation to coloniality, taking advantage of and expanding gaps and interstices that can, in the medium term, infer transformations in collective memories and interpretations about Brazilian society represented in school history teaching.
MUCH BEYOND BORBA GATO: PAST, PRESENT AND FUTURE INDIGENOUS IN DISPUTES FOR MEMORY AND HISTORY TEACHING
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DOI: 10.22533/at.ed.5582212215078
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Palavras-chave: History Teaching; Indian people; Decoloniality; Didatic books.
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Keywords: History Teaching; Indian people; Decoloniality; Didatic books.
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Abstract:
The article starts from the disputes over memory and school history in the contemporary world to investigate the representations of the indigenous population in the teaching of Brazilian History. Significant examples of approaches to the theme are presented in 20th century didactic works that express the conflict between a homogeneous national identity, a clear derogatory view of indigenous peoples and, more recently, the struggle for spaces and other representations of the histories of this population in School history. It seeks to show that this dispute reflects the very dynamics of the construction of colonial society and internal colonialism that was perpetuated with the formation of the Brazilian National State. Finally, it is proposed, as an example, a possibility of overcoming, using excerpts from narratives that address the political struggle of indigenous women leaders for the demarcation of lands and for the recognition of their cultural production, as a way of making visible the clashes in relation to coloniality, taking advantage of and expanding gaps and interstices that can, in the medium term, infer transformations in collective memories and interpretations about Brazilian society represented in school history teaching.
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Número de páginas: 21
- Alexandre Mazetto Vieira
- Andressa Ferreira
- Jean Carlos Moreno
