A lei n° 11.645 /08 e a inclusão obrigatória da história e cultura indígena no currículo oficial: emergências e ausências no município de Marcação-Paraíba

• Ano de defesa: 2016
• Autor(a) principal: Lopes, Dougllas Pierre Justino da Silva
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal da Paraíba; Brasil; Educação; Programa de Pós-Graduação em Educação; UFPB
• Palavras-chave em Português: Lei n° 11.645/08; História e Cultura Indígena; Currículo Oficial; Direitos Indígenas; Law No. 11,645 / 08; History and Indigenous Culture; Curriculum Officer; Indigenous Rights; CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: https://repositorio.ufpb.br/jspui/handle/tede/8750

This research focuses on curriculum and indigenous education, with reference to Law No. 11,645 / 08, which regulates the inclusion, on a mandatory basis, the official curriculum, history and african-Brazilian and indigenous culture. The previous law, Law No. 10.639 / 2003, expresses undeniably a milestone in discussions on cultural diversity in Brazil and the need for its recognition in the school curriculum. It is understood that the inclusion of history and African culture, object of Law No. 10.639 / 2003, articulates a guided society project in recognition and appreciation of the socio-cultural diversity inherent in the formation of the Brazilian people. Thus it deserves to be widely discussed in different socio-educational spaces, particularly at school. It is emphasized that this law, in 2008, undergoes changes in its text, with the publication of Law No. 11,645, which also includes the obligation of indigenous socio-cultural studies in the curriculum of basic education in Brazilian schools. It is noteworthy that, this research focuses on the inclusion of history and indigenous culture in the official curriculum, with the empirical field an indigenous school in the city marking / Paraíba / Brazil. It examines also official documents, such as curriculum guidelines (national, state and municipal), the Law of Guidelines and Bases of Education, LDB No. 9.394 / 96, the current National Education Plan, approved in July 2014 and national and international documents that deal with the human rights of indigenous peoples, here new according to their ethnic groups, in contrast to the Eurocentric nomenclature. The empirical study was conducted in a village that has an indigenous municipal school located in Dial municipality in the state of Paraiba, distant 66 km of the capital Joao Pessoa, North Coast direction. With investments in ethnographic daily, on-site observations were made. In the course of this investigation, the experiences were mapped facing this inclusion, the regulation of the law in question object as well as the difficulties and advances presented in the curriculum in relation to indigenous education, with investments in the theoretical perspective of Boaventura de Sousa Santos , focused on analytical categories: knowledge of ecology, sociology of absences and emergencies and the translation work. The proposal is to understand the local dynamics of the indigenous school, focusing on curriculum, realizing the Law No. 11,645 / 08 can be contemplated in practice, engendering possible ways for better implementation in the curriculum of the field of cultural studies and history of indigenous peoples in Brazil.