História e culturas indígenas no Ensino Médio Integrado do IFMG: entre silêncios institucionais e vozes que resistem

Abstract

This study falls under the research area of "Educational Practices in Professional and Technological Education", specifically within the macroproject called "Inclusion and Diversity in Formal and Non-Formal Education Settings in EPT."In this research, considering the devaluation that original peoples have suffered throughout history and which is reflected in contemporaneity, we aimed to investigate how the approach to Indigenous History and Cultures is provided for in the curricular and institutional guidelines, as well as in the pedagogical practices responsible to organize the Integrated High School courses at Federal Institute of Minas Gerais (IFMG) - Ouro Branco Campus. To this purpose, we analyzed the Course Pedagogical Projects (PPC), the Institutional Pedagogical Project (PPI), and the Institutional Development Plan (PDI), in addition to collecting data from teachers through Google Forms. The research aimed to identify, between 2016 and 2025, the process of institutionalizing the study of Indigenous History and Cultures on campus, culminating in the production of a video/documentary as an educational product, focusing on the importance of implementing Law 11.645/2008 and its contributions to student training. This work is an applied, qualitative, and exploratory study. The main results of the study indicate that current legislation can only be effectively enforced if there is: (i) updating of the CPP and other institutional documents, explicitly addressing Indigenous History and Cultures; (ii) active participation of teachers and the Center for Studies in Afro-Brazilian and Indigenous Culture (NEABI) in curriculum development; (iii) systematic provision of initial and continuing training to prepare teachers to address the subject; and (iv) strengthening of interdisciplinary and extension practices in a dialogue with indigenous communities and their knowledge. This study shows ways to plan educational activities with an emphasis on promoting education for ethnic-racial relations, demonstrating a commitment to anti-racist actions and the valorization of original peoples. Recognizing the historical and social legacy of indigenous peoples in Professional and Technological Education, especially in the institutional and pedagogical spheres, is not only complying with the law, but rewriting, in the present, pages that the silence of the past tried to erase.