INDIGENOUS LITERATURE:

FROM TEXTBOOK TO INTERCULTURAL EDUCATION

Abstract

The present article brings discussions about the choice of textbooks in Brazil, its importance and interference in the educational context, and proposes an analysis of the work approved and made available by the National Book and Didactic Material Program, from the Singular and Plural collection, from the publisher Moderna, Elementary School, final years, 6th year, in the quadrennium 2020-2023, and used by the Rondônia state government, where I teach. The objective of this study is to analyze the treatment of indigenous literature in the book, observing the texts suggested for reading, the activities proposed to the students, and the guidelines aimed at the teacher. From a methodology of bibliographic and documentary research anchored, mainly, in Silva and Costa (2018), Bonin (2008), Oliveira (2008) and Munduruku (2016), reflections are made about the effectiveness of Law 11.645/08, which speaks of the mandatory study of indigenous history and culture in basic education, through the study of indigenous literature. Among the analyses carried out, I highlight that the textbook contributes in some way to the implementation of the Law, although there are some mistakes and gaps regarding the indigenous issue, it proved to be expressive for the implementation of an intercultural education, it exposed an open space for dialogue, especially when used in a critical way.