Antropologia no ensino médio: formação de professores das ciências humanas sobre temáticas indígenas.

Abstract

The present study concerns a teacher training carried out with the Human and Social Sciences team at a full-time state school in Paraíba. This process had as its starting point a reflection on anthropology and education, focusing on their contributions to the teaching of indigenous theme in high school. To provide the foundation for this discussion, I seek to understand the place of anthropology in basic education, especially its place within the subject of Sociology, considering the changes proposed by Law No. 13.415/2017, which established the New High School Reform. In this way, a qualitative research was conducted based on the document analysis of textbooks in the area of Applied Human and Social Sciences from the Moderna Plus collection, approved by the National Textbook and Didactic Material Program (PNLD 2021, acronym in Portuguese). I observed how the indigenous theme is addressed in these materials, considering the requirements established by Law No. 11,645/2008, which made it mandatory in elementary and secondary education. Based on this analysis, I identified which gaps existed in the material and which themes needed further exploration. I then developed a training plan for Human Sciences teachers, which addressed the following topics: History of Indigenous peoples in Brazil, Indigenous Economy, and Indigenous Ethnicity. All meetings were held with the aim of presenting a work of anthropology that discusses the topic, engaging in dialogue with teachers about the possibilities of application of these contents in the classroom. Therefore, I selected the works of Manuela Carneiro da Cunha (1992), Gersem dos Santos Luciano-Baniwa (2006), and João Pacheco de Oliveira (2004) to provide a foundation for the discussions of the training. Each meeting had an average duration of 3 hours. The teachers' participation helped to reflect on ways to improve the material and its future application in their teaching practices. The training proved to be satisfactory, even amid the challenges of finding time to work with the teachers, given that the school calendar is always full of commitments. Nevertheless, I obtained positive feedback from the teachers who demonstrated that it is possible to address the indigenous theme in greater depth.