From the history of the Indians to the indigenous histories: decolonizing the teaching of history
From a problematization of the representations about the indigenous peoples present in didactic collections used in the teaching of History, this article has the objective to analyze the social place of knowledge production on the history of the Indians. It questions the hegemony of narratives on indigenous history, of colonial character and constructed from non-indigenous versions, present in the didactic books of History. Alongside this, the most up-to-date bibliographical researches and productions are sought, which seek to understand the colonial process through indigenous versions, not only from the field of History, but also from the fields of Archeology, Ethnology and literature of indigenous authorship. The research methodology consisted in the survey and critical analysis of recent academic studies in the fields of History and indigenous education, as well as of the narratives that approach indigenous histories present in the didactic collections of the second segment of Elementary Education approved by the National Program of Didactic Books of the year 2017 (PNLD / 2017). Through criticism of a colonialist history of indigenous peoples, ways of overcoming them are pointed out, using researches and narratives constructed from the perspectives of the Indians themselves. In this way, it is intended to contribute to the training of History, Pedagogy, Field Education and Indigenous Education.