Análise da temática história e cultura indígena em programas de ensino de unidades curriculares da educação básica do ensino médio integrado do IFTO

Abstract

Indigenous history and culture, with their characteristic aspects of ways of life and cultural traditions, in accordance with Law No. 11.645/2008, are themes that need to be included and highlighted in studies within the school curriculum of basic education, in both public and private educational institutions, as they are part of the cultural formation of the Brazilian population. The objective is to identify the inclusion and mention of indigenous history and culture in teaching programs of curriculum units of integrated high school basic education, throughout the school curriculum, in accordance with the programmatic content to be addressed and followed, as established in Law No. 11.645/2008. The research was characterized by a qualitative, applied approach, of a documentary nature with data collection through of teaching programs (course pedagogical projects, teaching plans, and class diaries), using subjective discourse in the analysis and interpretation of information. The results indicate the inclusion and mention of indigenous history and culture in curriculum units (CU) in the Pedagogical Projects of Integrated High School Technical Courses (CTIEM), at the researched campuses of IFTO, complying with the precepts established by Law No. 11.645/2008; they are presented in the Teaching Plans, in fewer than half of the CU in classes (ten syllabi and five scientific bases, out of 27 classes), of the CTIEM at the Gurupi Campus, and in most CU in classes (six syllabi and one scientific base, out of 9 classes), of the CTIEM at the Advanced Campus Formoso do Araguaia; they appear in the Class Diaries of CU in classes of the CTIEM at both campuses, in few approaches, respectively, five and one in the described contents; in the bibliographies included and suggested bibliographic materials, no indications, suggestions, or mentions were identified in any of the three documents; and, in most documents, content about the indigenous peoples of Tocantins and, likewise, the Javaé indigenous peoples were not evidenced. It is concluded that the proposal of a website, as a tool for didactic-pedagogical support and collaboration, regarding informational content and bibliographic sources related to an indigenous ethnicity, is relevant for the Gurupi and Advanced Formoso do Araguaia campuses of IFTO and other campuses, for and with which the school/academic and external community (in the case of non-indigenous people) can equip themselves, in the perspective of understanding, comprehension, apprehension, and knowledge of the characteristic aspects of their ways of life and cultural traditions, and especially their knowledge and understanding, consequently, it is feasible in contributing significantly to broaden knowledge about these peoples, so important in and for local, regional, and state culture, but also for national culture.