Literatura indígena: do livro didático à educação intercultural

Abstract

The article has by objective to analyze the treatment given to indigenous literature in the textbook of the Singular e Plural collection, published by Moderna, elementary school, final years, 6th year, in the quadrennium 2020-2023, used by the Rondônia state government, based on the texts suggested for reading, the activities proposed to students and the guidelines for the teacher. In addition, there are discussions about the choice of textbook in Brazil, its importance and interference in the educational context. This is a bibliographic and documentary research, anchored mainly in Silva and Costa (2018), Bonin (2008), Graúna (2013) and Munduruku (2016). Important opinions and theses that contribute to problematizations about indigenous literature, intercultural education and the effectiveness of the Law 11.645/08: which speaks of the mandatory study of indigenous history and culture in basic education. In conclusion, I argue that in the textbook there are issues and positions that can be reviewed, some issues can be deepened, observed from other perspectives, extolling the history and cultures of indigenous peoples, however this material contributes, in some way, to the implementation of that law.