Brejo,Aldeia dos Anapurus”: possibilidadesde explorar a história indígena local na sala de aula

Abstract

The present work, entitled 'Brejo, Aldeia dos Anapurus': possibilities for exploring local indigenous history in the classroom, is the result of research aimed at valuing local knowledge and highlighting the indigenous presence in the municipality of Brejo (MA), especially the Anapuru Muypurá people. The proposal seeks to break with traditional narratives that silence indigenous peoples, offering a critical, contextualized, and decolonial approach to teaching History. The research adopts a qualitative methodology, exploratory and interpretive in nature, based on the analysis of historical, documentary, and ethnographic sources. Cultural materials committed to valuing indigenous narratives were also used, available on platforms like Zagaia and Os Brasis e Suas Memórias, which contribute to the recognition of indigenous voices in history. The work is theoretically based on the New History (Peter Burke,(1992), and on the contributionsofLocalHistory Ricardo Oriá (1995), Bittencourt (2004), prioritizing meaningful learning. It also engages with debates on the decolonization of knowledge and with studies of contemporary Indigenous history Quijano (2005),; Kayapó, (2019); Boaventura ( 2004); Monteiro (1995). As a primary result, a didactic guide aimed at Elementary School II was developed, with the potential to engage with other stages of Basic Education. The proposal aims to inspire pedagogical practices committed to territory, diversity, and social justice, reaffirming that exploring Local History is a powerful way to build a critical, plural, and transformative education.