Desaprendendo estereótipos: ensino-aprendizagem sobre histórias e culturas indígenas nas séries iniciais do ensino fundamental I

Abstract

This study addresses the teaching of Indigenous histories and cultures in the early grades of elementary school, highlighting the need to overcome stereotypical representations still present in the school environment and teaching materials. The research starts from the recognition that the school plays a central role in the formation of critical subjects and in the appreciation of cultural diversity, especially with regard to the (re)cognition of Indigenous peoples as contemporary historical subjects. The objective of the investigation was to analyze how pedagogical practices can contribute to the deconstruction of stereotypes about Indigenous peoples and promote an intercultural, critical education committed to respect for otherness. It sought to understand how second-grade elementary school children construct their perceptions of these peoples and how pedagogical interventions can transform distorted or generalized views. The methodology adopted was qualitative in nature, with the development of a pedagogical intervention applied to 56 students, aged between 7 and 8 years. The activities were structured in an interdisciplinary way, articulating content from History and Social Sciences, with support from anthropological references. Different instruments were used, such as group discussions, video screenings, reading of literary and informational texts, drawing, poster making, dramatizations, and practical activities, in addition to the analysis of teaching materials used in the classroom. Data collection occurred through the students' speeches, records, and productions throughout the process. The results showed that, initially, the students presented stereotypical conceptions, associating indigenous peoples with homogeneous, folklorized images restricted to the past. After the intervention, a significant expansion of cultural repertoire, greater understanding of indigenous diversity and contemporaneity, and the development of more empathetic, respectful, and critical attitudes were observed. The students' productions indicated advances in valuing differences and in the ability to recognize indigenous peoples as an integral part of current Brazilian society. It is concluded that the implementation of interdisciplinary, critical, and contextualized pedagogical practices contributes significantly to the deconstruction of stereotypes and to the formation of a broader social awareness from the early school years. The research reaffirms the role of the school as a fundamental space for promoting cultural diversity, social justice, and respect for the multiple identities that constitute Brazilian society.