Saberes que Resistem: Povos Indígenas e a Luta pela Representações Indígenas nos Livros Didáticos de História

Abstract

The article presents a critical analysis of how Indigenous peoples are represented in History textbooks, highlighting the need for a more inclusive education that is connected to Indigenous sociocultural realities. Based on legal frameworks such as the 1988 Constitution, the Law of Guidelines and Bases (LDB), and the National Curriculum Guidelines, the text advocates for the appreciation of the knowledge, memories, and worldviews of Indigenous peoples, quilombola communities, and the Black population. The research reveals that teaching still follows a Eurocentric perspective, which erases the historical protagonism of these groups. The analysis is organized into four axes: Indigenous historical consciousness, indigenist policies, the urgency of diverse education, and a critique of textbooks.The article emphasizes the importance of interdisciplinary, intercultural, multidisciplinary, and decolonial pedagogical practices. It also reflects on how cyberculture can help strengthen and preserve Indigenous knowledge—illustrated with examples from the educational productions of the Pankararu people. In conclusion, the article reinforces that the effective implementation of educational policies aimed at Indigenous peoples is essential to ensure constitutional rights and guarantees, address historical inequalities, and promote a plural education that recognizes and values the diversity that shapes Brazilian society.