The indigenous theme in teaching

From the social imaginary about the “Indian” to national and educational legislation

Abstract

This article aims to present data and reflections on how the social imaginary of the “Indian”, created from colonial projects, influenced the construction of a national identity and the exclusion of indigenous people and peoples, and is still influenced by ethnocentric approaches that prioritize the European matrix in the content taught and disseminated in the school context. As well as, present legislative texts that relate to the Federative Constitutions and the chapters that involve educational rights in the current Constitution. To compose this text, reflections are based on indigenous and non-indigenous authors committed to valuing and dissemination of information closer to the reality of people and indigenous peoples, such as Daniel Munduruku (2017), Edson Kayapó, Smith (2018), Silva and Costa (2018), Bittencourt (2013). As theoretical-methodological aspects we list bibliographical research, with a survey of studies that talk about the indigenous presence in the history of Brazil and in teaching, and documentary research with analysis of legislative texts that relate to the research topic.