Resumo

BACKES, José Licínio  e  PAVAN, Ruth. Curriculum and indigenous identities/differences: normalization, invisibility and subalternization. R. Educ. Públ. [online]. 2017, vol.26, n.61, pp.95-110. ISSN 2238-2097.  https://doi.org/10.5965/01045962v26n612017110.

This paper aims to reflect on the curricu lum, particularly the curriculum of the final grades of basic education, and the way in which it is linked to normalization, invisibi lization and subalternization of indigenous identities/differences. The field research was carried out by means of interviews with 11 teachers from a public school in Campo Grande (MS) with high Basic Education De velopment Index (IDEB) in the final grades of basic education. The results showed that teachers not perceiving indigenous iden tities/differences and dealing with them as normal or as if they had more learning diffi culties contribute to their subalternization.

Palavras-chave : Curriculum; Identity; Indigenous People..

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