<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1809-3876</journal-id>
<journal-title><![CDATA[Revista e-Curriculum]]></journal-title>
<abbrev-journal-title><![CDATA[e-Curriculum]]></abbrev-journal-title>
<issn>1809-3876</issn>
<publisher>
<publisher-name><![CDATA[Pontifícia Universidade Católica de São Paulo]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1809-38762019000401684</article-id>
<article-id pub-id-type="doi">10.23925/1809-3876.2019v17i4p1684-1710</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[A LEI Nº 11.645/08 E OS TUPINAMBÁS NAS AULAS DE HISTÓRIA: A VISÃO DOS(AS) ALUNOS(AS) E AS PERSPECTIVAS DE UM NOVO OLHAR]]></article-title>
<article-title xml:lang="en"><![CDATA[BILL Nº 11.645 / 08 AND THE TUPINAMBÁS IN HISTORY LESSONS: THE STUDENTS&#8217; VISION AND THE PERSPECTIVES OF A NEW APPROACH]]></article-title>
<article-title xml:lang="es"><![CDATA[LA LEY Nº 11.645/08 Y LOS TUPINAMBÁS EN LAS CLASES DE HISTORIA: LA VISIÓN DE LOS(AS) ALUMNOS(AS) Y LAS PERSPECTIVAS DE UNA NUEVA MIRADA]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[MELO]]></surname>
<given-names><![CDATA[Maria do Carmo Barbosa de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[PAULA]]></surname>
<given-names><![CDATA[Carolyne do Monte de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal de Pernambuco  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,UFPE  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>10</month>
<year>2019</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>10</month>
<year>2019</year>
</pub-date>
<volume>17</volume>
<numero>4</numero>
<fpage>1684</fpage>
<lpage>1710</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1809-38762019000401684&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1809-38762019000401684&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1809-38762019000401684&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO Neste artigo apresentamos as possibilidades de uma prática de ensino, desenvolvida no Laboratório de Ensino de História da Universidade de Pernambuco - UPE/Campus Mata Norte, voltada para o ensino de história indígena, tendo o objetivo de promover uma educação intercultural e de contribuir com o processo de mudança apontado pela Lei 11.645/2008. A abordagem advém do resultado de certa experiência desenvolvida em sala de aula de uma escola de ensino básico sobre a leitura da obra literária de caráter cosmológico Meu destino é ser onça, de Alberto Mussa, que nos permitiu conhecer a importância do estreitamento da Literatura com a História. A partir da leitura participativa da obra, os(as) educandos(as) responderam questões e produziram imagens. Analisando tais produções, considerando a teoria da recepção literária em que o leitor é protagonista no processo de leitura e as narrativas por meio da abordagem da teoria fundamentada nos dados, buscamos perceber como essa prática contribuiu para a promoção de uma educação intercultural e o desenvolvimento da criticidade histórica na perspectiva rüseniana.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT On this paper we present the account of a teaching practice developed in the History Teaching Laboratory UPE/Campus Mata Norte, directed towards the teaching of Indigenous History, aiming to promote an intercultural education and to contribute with the changing process pointed by Bill 11.645/2008. The approach comes from the results of a certain experience developed in class, on primary schools, about the reading of the cosmological character&#8217;s literary work, Meu destino é ser onça, by Alberto Mussa,that allowed us to know the importance of narrowing between Literature and History. From the participative reading of the piece, the students answered questions and produced pictures. Analyzing such production, considering the theory of literary reception in which the reader is the protagonist in the process and the narratives by means of the approach data based theory, we looked forward to perceive how this practice contributed for the promote on of an intercultural education and the development of historical criticality on the Rusenian perspective.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN En este artículo presentamos las posibilidades de una práctica de enseñanza, desarrollada en el Laboratório de Ensino de História UPE/Campus Mata Norte, destinada a la enseñanza de historia indígena, que tiene el objetivo de promover una educación intercultural y de contribuir con el proceso de cambios apuntados por la ley 11.645/2008. El abordaje es el resultado de cierta experiencia desarrollada en las de clases, de una escuela de enseñanza básica, sobre la lectura de la obra literaria de caracter cosmológico, Meu destino é ser onça, de Alberto Mussa, que nos permitió conocer la importancia del estrechamiento entre Literatura e Historia. A partir de la lectura participativa de la obra, los(as) educandos(as) responderon cuestiones y producieron imágenes. Analizando tales producciones, considerando la teoría de la recepción literaria, en la que el lector es el protagonista en el proceso de lectura, y las narrativas, por medio del abordaje de la teoría fundamentada en los datos, buscamos percibir como esa práctica contribuyó a la promoción de una educación intercultural y el desarrollo de la criticidad hitórica en la perspectiva Rüseniana.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Lei 11.645/2008]]></kwd>
<kwd lng="pt"><![CDATA[Ensino de História]]></kwd>
<kwd lng="pt"><![CDATA[Educação Intercultural]]></kwd>
<kwd lng="en"><![CDATA[Bill N. 11.645/2008]]></kwd>
<kwd lng="en"><![CDATA[History Teaching]]></kwd>
<kwd lng="en"><![CDATA[Intercultural Education]]></kwd>
<kwd lng="es"><![CDATA[Ley 11.645/2008]]></kwd>
<kwd lng="es"><![CDATA[Enseñanza de Historia]]></kwd>
<kwd lng="es"><![CDATA[Educación Intercultural]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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