Resumo

PINHO, Vilma Aparecida de; SILVA, Verusa Almeida da  e  RODRIGUES, Eglen Silvia Pipi. INTERCULTURAL EDUCATION IN THE TEACHING OF HISTORY AND INDIGENOUS CULTURE IN TIMES OF THE COVID-19 PANDEMIC. Revista da FAEEBA: Educação e Contemporaneidade [online]. 2022, vol.31, n.67, pp.341-363.  Epub 13-Jan-2023. ISSN 2358-0194.  https://doi.org/10.21879/faeeba2358-0194.2022.v31.n67.p341-363.

In this study, we aimed to analyze the transformations of the subjects after studying the History and Culture of indigenous peoples from the perspective of intercultural education within the scope of Remote Teaching, implemented in Altamira-PA, during the Covid-19 Pandemic. The research method on this study is linked to theory-practice and thought-action, through planning and pedagogical strategies that insert contents of indigenous history and culture in a Basic Education class. The analyzes were carried out under the theoretical support of Walsh (2009), Grando (2007), Geertz (1989) and Baniwa (2019). Despite the limits found with the suspension of face-to-face activities and the challenges in the use of digital tools, the research shows that as we carried out the teachinglearning processes in the intercultural perspective, they began to stand out in the oral, written and graphic narratives (drawings) of the children meanings of recognition and respect for indigenous people who have historically been made invisible in our society. In this sense, it is proven that the intersubjective process of intercultural pedagogical practice provoked reflections capable of transposing stereotyped narratives and establishing dialogues that favored respect for ethnic-cultural diversity.

Palavras-chave : intercultural education; pedagogical practices; indigenous History and Culture.

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