A temática indígena nos livros didáticos de história do PNLD 2024-2027 do ensino fundamental: uma análise dos dois livros didáticos mais adotados pelas escolas do Brasil

Abstract

More than fifteen years after the enactment of Law No. 11.645/2008, which mandates the teaching of Indigenous history and culture in Basic Education, it is evident that this objective has not yet been fully achieved. In this context, the textbooks provided by the National Textbook and Teaching Material Program (PNLD) assume fundamental importance in meeting this demand, as they remain one of the main pedagogical support tools for teachers. It is understood that the way the Indigenous theme is presented in these works can assist classroom work. Thus, this research aims to analyze how the Indigenous presence is represented in the two History textbooks most chosen by Brazilian schools in the 2024 PNLD, verifying whether distorted and erroneous representations about the original peoples—such as homogenization, subalternization, and stereotyping—still persist. Methodologically, a documentary research was initially conducted on the legal and pedagogical implications of the aforementioned law, the 2024 PNLD public notice, and the guidelines for the qualification of the works. The second stage, consisting of bibliographic research, was based on previous studies regarding textbooks and the approach to the Indigenous theme. Finally, two History textbooks aimed at the final years of Elementary Education (from the publishers FTD and Scipione, which historically hold large contract volumes with the FNDE) were analyzed to determine if the theme is present in a responsible manner, guided by principles of respect, diversity, interculturality, and Indigenous protagonism. The results indicate that, although the works show progress—such as the adoption of adequate nomenclature and the recognition of linguistic diversity—the original peoples continue to be portrayed in a passive or victimized manner, or as mere supporting actors in central historical events. It was also found that the forest-dwelling stereotype persists in the images, restricting Indigenous individuals to the forest environment and to the past. It is concluded that there is a "protocolary compliance" with the educational guidelines, marked by the omission of contemporary violence and current land conflicts, making the teacher's critical intervention and continuing education indispensable to fill these gaps. As an educational product resulting from the findings, a support guide for teachers was developed to assist in the selection of works in future PNLD public notices and in the daily approach to issues involving original populations.