The importance of teaching indigenous history and culture in basic education to overcome stereotypes

Abstract

The inclusion of Indigenous peoples’ history and culture in the school environment can contribute to recognizing their relevance in the social and historical formation of Brazil. Thus, this study aims to investigate the perceptions of 7th-grade students from a public school in Pelotas, Rio Grande do Sul, regarding Indigenous identity and cultural expressions, as well as their potential for Science teaching. The research adopts a qualitative approach and was developed through a workshop entitled “Ancestral Roots: Indigenous Knowledge, History, and Culture,” planned according to the Three Pedagogical Moments. Data production involved the application of a questionnaire and the recording of observations in a field diary. This article discusses exclusively one of the instrument’s questions, whose interpretation was carried out through Descriptive Analysis. Among the results, the students’ limited familiarity with Indigenous sociocultural diversity stands out, as many representations reinforced stereotypes, seemingly resulting from a lack of knowledge about cultural plurality in contemporary contexts. A strong association of Indigenous peoples as “sovereign protectors of nature” was also observed, a perception that requires caution, as it may exclude society’s shared responsibility for the environment. In this sense, Science teaching shows potential to contribute to this theme.