<?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>S1809-38762025000100117</article-id>
<article-id pub-id-type="doi">10.23925/1809-3876.2025v23e69618</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Identidades indígenas no livro didático: representações e subjetividades]]></article-title>
<article-title xml:lang="en"><![CDATA[Indigenous identities in textbooks: representations and subjectivities]]></article-title>
<article-title xml:lang="es"><![CDATA[Identidades indígenas en los libros de texto: representaciones y subjetividades]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Rufino]]></surname>
<given-names><![CDATA[Angela Maria dos Santos]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Senna]]></surname>
<given-names><![CDATA[Luiz Antonio Gomes]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal do Acre  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade do Estado do Rio de Janeiro  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2025</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2025</year>
</pub-date>
<volume>23</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1809-38762025000100117&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1809-38762025000100117&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1809-38762025000100117&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo O objetivo deste trabalho foi analisar os textos e as imagens que abordam as identidades indígenas brasileiras nos livros didáticos de Geografia do 5º ano do Ensino Fundamental, utilizados em uma escola pública de ensino regular no Acre. Na metodologia, empregou-se uma abordagem qualitativa, de cunho documental e bibliográfico, com foco na técnica da Análise Dialógica do Discurso. Os resultados apontam melhorias na inclusão de elementos que destacam práticas culturais e o protagonismo indígena, embora permaneçam pontos a serem desenvolvidos para uma representação integral das identidades originárias. O estudo conclui que os materiais educacionais podem contribuir para a formação de alunos conscientes acerca da pluralidade cultural e da história dos povos indígenas.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The objective of this study was to analyze the texts and images that address Brazilian Indigenous identities in 5th-grade Geography textbooks from Elementary School, used in a public regular school in Acre, Brazil. The methodology followed a qualitative approach, using documental and bibliographic analysis, with a focus on the Dialogical Discourse Analysis technique. The results indicate improvements in the inclusion of elements that highlight cultural practices and Indigenous protagonism, although some aspects still need to be developed for a more comprehensive representation of Indigenous identities. The study concludes that educational materials can contribute to forming students who are aware of cultural plurality and the history of Indigenous peoples.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen El objetivo de este estudio fue analizar los textos e imágenes que abordan las identidades indígenas brasileñas en los libros de texto de Geografía del quinto grado de la Educación Primaria, utilizados en una escuela pública de enseñanza regular en Acre, Brasil. La metodología adoptó un enfoque cualitativo, con análisis documental y bibliográfico, centrado en la técnica del Análisis Dialógico del Discurso. Los resultados indican mejoras en la inclusión de elementos que destacan las prácticas culturales y el protagonismo indígena, aunque aún quedan aspectos por desarrollar para lograr una representación más integral de las identidades originarias. El estudio concluye que los materiales educativos pueden contribuir a la formación de estudiantes conscientes de la pluralidad cultural y de la historia de los pueblos indígenas.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[identidades indígenas]]></kwd>
<kwd lng="pt"><![CDATA[livros didáticos]]></kwd>
<kwd lng="pt"><![CDATA[educação]]></kwd>
<kwd lng="pt"><![CDATA[pluralidade cultural]]></kwd>
<kwd lng="en"><![CDATA[indigenous identities]]></kwd>
<kwd lng="en"><![CDATA[textbooks]]></kwd>
<kwd lng="en"><![CDATA[education]]></kwd>
<kwd lng="en"><![CDATA[cultural plurality]]></kwd>
<kwd lng="es"><![CDATA[identidades indígenas]]></kwd>
<kwd lng="es"><![CDATA[libros de texto]]></kwd>
<kwd lng="es"><![CDATA[educación]]></kwd>
<kwd lng="es"><![CDATA[pluralidad cultural]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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<article-title xml:lang=""><![CDATA[Narrativa de um professor Huni Kuin: a condição de ser o &#8220;outro&#8221; na escola da cidade]]></article-title>
<source><![CDATA[Revista e-Curriculum]]></source>
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</article>
