Lei 11.645/08 e o ensino indígena : história e cultura dos povos originários em Rio Branco - Acre (2003 – 2023)

Abstract

The thesis constitutes in research of bibliographic nature, combined with field research. The investigation delves into the Brazilian historiography and the gaps that have led to the erasure of indigenous populations in the construction of written history. The history of Brazil was created from a canonical perspective immersed in a sea of absences. Among what was said and left unsaid in history, we find a margin of silence regarding indigenous peoples, who were often represented imagetically as subjects apart from history, sometimes marginally represented, sometimes erased by the gaze of the other. This absence highlighted in the dominant historiography was discursively constructed, both in the construction of written history and in the calcification of the hegemonic curriculum that still impacts social imagination nowadays. Based on this Eurocentric historiographical denial, the research aimed to analyze the transformations that have occurred in the last decades in Rio Branco, Acre, in higher education, primary education, and secondary education between 2003 and 2023. At the higher education level, the investigation focused on observing the curriculum of the History Licentiate Degree Course at the Universidade Federal do Acre – UFAC and the work experienced in/by the institution. At the primary and secondary education levels, it sought to examine the initiatives carried out by the state and the municipality in the continued education relations, addressing the discussion of ethnic-racial relations for the implementation of Law No. 11.645/08. Along this path, the research took shape with theoretical support from critical modernity and canonical narrative authors such as Reis (2003), Falcon (1977), Cézaire (2020); the hegemony of Eurocentrism in Dussel (2005) and Lander (2005); and coloniality in Walter Mignolo (2005) and Anibal Quijano (2009). Considering the silence, it was based on the perspectives of Orlandi (1990) and the inferiority of peoples in Durval Muniz (2012), Krenak (2019), Chatterjee (2004), Fanon (2005), and Memmi (2007). The methodological procedures employed involved bibliographic surveys in secondary/indirect research sources, such as textual, audiovisual, and oral sources. For the empirical research, recorded oral interviews were conducted. The research results indicate that Law No. 11.645/08 was a significant milestone, but it is only a starting point that has not effectively translated into transformative teaching in Rio Branco. Over the two decades analyzed, many important and significant actions for transformative education, focusing on diversity, were observed; however, ethnic-racial education is still under construction, crawling. Its implementation is, therefore, a constant pursuit that depends on political relations and many hands to de-crystallize the historically established stereotypes and prejudices of an indigenous population seen as primitive, uncivilized, inferior, and out of context