Representações atribuídas ao indígena através das imagens nos livros didáticos de história e sociologia do ensino médio em Sumé-PB.

Abstract

This work deals with the representations attributed to the indigenous through the images in the didactic books of History and Sociology of Secondary Education in Sumé-PB. The general objective of the work was to understand the meanings of the indigenous representations presented by referred textbooks. We adopted as theoretical approach the studies of the Southern Epistemologies (QUIJANO, 2005; SANTOS, 2010) in the quest to denaturalize and deal with the indigenous representations from the very locus of enunciation (MIGNOLO, 2005) of indigenous peoples. We used as theoretical categories curriculum, focusing on books as texts of written curricula that embody curricular practices resulting from cultural selection and indigenous identity, as the purpose of understanding the places and identity marks of these peoples. We performed a qualitative research following the steps proposed by Minayo (2012) and organized and analyzed data according to the technique of Content Analysis, according to Bardin (2011). The results demonstrate three major groups of sense for the indigenous presence, being: discovery, spaces occupied by indigenous peoples and gobalization. We emphasize that the approaches used in the didatic books treat, predominantly, the indian in a colonial way.