<?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>1517-9702</journal-id>
<journal-title><![CDATA[Educação e Pesquisa]]></journal-title>
<abbrev-journal-title><![CDATA[Educ. Pesqui.]]></abbrev-journal-title>
<issn>1517-9702</issn>
<publisher>
<publisher-name><![CDATA[Faculdade de Educação da Universidade de São Paulo]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1517-97022023000100671</article-id>
<article-id pub-id-type="doi">10.1590/s1678-4634202349258073</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Práticas pedagógicas interculturais sobre a temática indígena em uma escola do Distrito Federal]]></article-title>
<article-title xml:lang="en"><![CDATA[Intercultural pedagogical practices on indigenous issues in a school in the Federal District]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Oliveira]]></surname>
<given-names><![CDATA[Alessandro Roberto de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Almeida]]></surname>
<given-names><![CDATA[Bárbara Ribeiro Dourado Pias de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade de Brasília  ]]></institution>
<addr-line><![CDATA[Brasília DF]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2023</year>
</pub-date>
<volume>49</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1517-97022023000100671&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1517-97022023000100671&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1517-97022023000100671&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Este artigo apresenta reflexões sobre uma experiência pedagógica com a temática indígena em uma escola pública do Distrito Federal. Embora a Lei Federal 11.645/2008 tenha sido promulgada há mais de uma década, instituindo a obrigatoriedade do ensino das histórias e culturas afro-brasileira e indígena no currículo da educação básica brasileira, a sua implementação permanece um problema multifatorial para o sistema escolar. O objetivo da pesquisa foi abordar as percepções de estudantes sobre os povos indígenas e os desafios enfrentados por professores participantes da iniciativa sobre o ensino dos conteúdos previstos na Lei. A pesquisa foi desenvolvida com base nos princípios metodológicos da pesquisa-ação. Nesse sentido, envolveu a execução de um conjunto de intervenções pedagógicas em cooperação com docentes da disciplina de artes e a observação dos efeitos dessa ação à luz de uma perspectiva intercultural crítica. Os resultados desse exercício revelam que ainda há uma forte reprodução de imagens estereotipadas do imaginário nacional brasileiro nas percepções estudantis acerca dos &#8220;índios&#8221;. Mostram também que permanecem lacunas e superficialidade na formação de professores e nos recursos didáticos sobre o assunto, ainda que atualmente tenhamos uma variedade de fontes produzidas por indígenas em diferentes linguagens. Por outro lado, a intervenção pedagógica indica a fertilidade da temática indígena para a diversificação de práticas pedagógicas e a descolonização dos currículos, com efeitos significativos no ambiente educativo do ensino fundamental.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This article presents reflections on a pedagogical experience with the indigenous theme in a public school in the Federal District. Although the Federal Law 11.645/2008 was promulgated more than a decade ago, establishing the mandatory teaching of Afro-Brazilian and indigenous history and culture in the Brazilian basic education curriculum, its implementation remains a multifactorial problem for the school system. The objective of the research was to address students&#8217; perceptions about indigenous peoples and the challenges faced by teachers participating in the initiative about teaching the contents foreseen in the Law. The inquiry was developed based on the methodological principles of action research. In this sense, it involved the execution of a set of pedagogical interventions in cooperation with teachers of the arts discipline and the observation of the effects of this action in the light of a critical intercultural perspective. The results of this exercise reveal that there is still a strong reproduction of stereotypical images of the Brazilian national imaginary in students&#8217; perceptions about &#8220;Indians&#8221;. They also show that there are still gaps and superficiality in teacher training and in teaching resources on the subject, even though we currently have a variety of sources produced by indigenous people in different languages. On the other hand, the pedagogical intervention indicates the fertility of the indigenous theme for the diversification of pedagogical practices and the decolonization of curricula, with significant effects on the educational environment of elementary school.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Temática indígena]]></kwd>
<kwd lng="pt"><![CDATA[Práticas pedagógicas interculturais]]></kwd>
<kwd lng="pt"><![CDATA[Descolonização de currículos]]></kwd>
<kwd lng="en"><![CDATA[Indigenous theme]]></kwd>
<kwd lng="en"><![CDATA[Intercultural pedagogical practices]]></kwd>
<kwd lng="en"><![CDATA[Decolonization of curricula]]></kwd>
</kwd-group>
</article-meta>
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