O Ensino da arte no ensino fundamental a partir da lei 11.645/08 e das narrativas indígenas

Abstract

In this research, we propose to reflect on the characteristics of the presentation of indigenous history and culture in the final years of Primary School, taking as reference the indigenous arts and the way they are represented in Art textbooks, which had their first available by the MEC, for the choice of schools, in the year 2014, valid for the triennium 2015/2017. Therefore, the preparation of these books happens a long time after the promulgation of Law 11.645 / 08. Based on legislation, teaching materials must take into account the satisfactory inclusion of indigenous history and culture, considering that the approval of this law is perceived by researchers of the subject, and by indigenous leaders themselves, as an achievement of the indigenous movement of 2000. The legal requirement considers some curricular components as essential for intercultural work, especially the Art component and its curriculum. To understand the applicability of the law, some documents, in addition to the textbooks of two collections, are taken for analysis, such as the National Curricular Common Base, the Goiás Curricular Document and Law 11.645 / 08 itself. As for the textbooks, a verification of the diagnosis made by the collections analyzed, about the indigenous theme and the possibilities presented for the insertion of discussions based on ethnic issues in the classroom, which the curriculum of Goiás brings to the teacher, was also carried out , in order to point out ways to practice intercultural education that values indigenous culture and history. In this sense, it is the propositional behavior of the teacher that is observed, since the textbook presents some gaps, which are understandable, since the material needs to address several themes, not just the indigenous theme. As an alternative to the restriction presented by didactic materials, which represent important support to the teacher, some works of indigenous authorship are presented, both in the arts and literature, that can be used by teachers in the classroom as instruments of an education directed to the interculturality, which can break with prejudices and stereotypes perpetuated by an education based on Eurocentric principles throughout the ages. Some works by indigenous authors such as Daniel Munduruku and Eliane Potiguara are analyzed, which are perfectly adapted to the pedagogical needs, thanks to its didactic and easy to read nature. In addition to literature, ethnomedics are also suggested as didactic tools, which can be widely used by teachers in their classes, making them interactive and attractive to young people. Finally, this work makes use of some possibilities and methods of approach of the history and indigenous culture in the component of Art, in the presumed aspiration to consolidate itself as a study, also, of a propositional character. This is done, mainly, from suggestions of the use of indigenous texts, literature and ethnomedia in the classroom, which, although they are present in some textbooks, are not very expressive in them, consequently, also in the classroom.