A Constituição de 1988 no ensino de história: direitos dos povos indígenas e a tese do marco temporal

Abstract

The reflections contained in this research are part of the research line “Historical Knowledge in the School Environment” and belong to a set of concerns aimed at expanding the scope of compliance with Law 11.645/08, through the study, investigation, and understanding of the rights of indigenous peoples as established in the Federal Constitution, with the thesis of the “temporal framework” serving as a tuning point. Thus, the sharing of the content of this work aims, while considering the cognitive, affective, and psychomotor capacities of students, to review and contextualize the work of the national Constituent Assembly, as well as to revisit and furter contextualize the participation of indigenous peoples. It also seeks, to review, contextualize, relate, and question the attacks on and disrespect for the constitutional rights of indigenous peoples guaranteed by the 1988 Federal Constitution. In this sense, the methodology adopted was that of basic research, with a qualitative approach and procedures involving bibliographic and documentary review. To this end, the 1988 Federal Constitution itself was used, along with research in journals from the years 1987 and 1988, the study of articles, investigations in documentaries, and the reading of books by authors such as Circe Bittencourt, Boris Fausto, Ailton Krenak, Daniel Munduruku, Maria Auxiliadora Schmidt, Jaime Pinsky, Camila Loureiro Dias, Artionka Capiberibe, Paulo Miceli, Manuela Carneiro da Cunha, Jorge Ferreira, Lucas Pedretti, Lillian Moritz Schwarcz, among others. These contributions significantly supported the scope proposed by the research in addressing a sensitive topic that is still little discussed in the school environment. In this way, considering the competencies of historical thinking itself, the work is structured into three chapters that seek to encompass the reflections arising from the studies and actions carried out, within the presented conditions and proposed objective. It was observed and concluded that there was significant engagement from the student body in the process of sharing the research. This engagement enabled the internalization of historical learning capable of fostering a substantial historical awareness, based on the actions carried out within the school environment.