Cartas para não indígenas: a literatura dos povos tradicionais enquanto caminho ao protagonismo

Abstract

This article proposes to carry out critical-reflective observations about the presence of coloniality in teaching practices in the basic education system, through the literature of indigenous production. In this sense, Decolonial thinking is used to clarify how Modernity/Coloniality, through the coloniality of being, knowledge and power, maintain a pattern of power that regulates exogenous and stereotyped interpretations of indigenous groups, especially in a scenario of classroom. Therefore, the investigation dialogues with the notes of Aníbal Quijano (2005), Walter Mignolo (2017), Alcione Paulim (2015), Neide Gondim (2007 ) and others to show how such an epistemic pattern (re)constructs identities and the Amazon region.