Semana estadual dos povos indígenas do Ceará: intervenção pedagógica no ensino da sociologia

Abstract

This study proposes the application of the pedagogical intervention "State Week of Indigenous Peoples" as a tool to promote debate and regionalize indigenous themes within basic education in Ceará. Considering the difficulties in implementing Law 11.645/2008, which mandates the teaching of Afro-Brazilian and Indigenous histories and cultures in basic education, this research analyzes the contributions of Sociology teaching to the development of a respectful, decolonial, and regionalized approach to indigenous issues. Thus, the State Week of Indigenous Peoples is structured around didactic-pedagogical sensitizing processes aimed at providing students with a closer connection to the indigenous movement in Ceará. The general objective of this work, therefore, is to provide resources to Sociology teachers for the implementation of a didactic intervention that highlights the indigenous peoples of Ceará, drawing on sociological knowledge to promote a critical understanding of the indigenous social reality in the state. As specific objectives, I highlight: the analysis of the relationship between Sociology teaching and indigenous themes, including their presence in textbooks and guiding documents of Ceará's basic education; the denaturalization of situations of erasure, discrimination, and exoticization of indigenous peoples through the recognition of local ethnicities; and the contributions to the social quality of education in Ceará, envisioning a scenario of inclusion and education for diversity. As a methodological strategy, this research relies on: bibliographic consultations, seeking to understand the indigenous reality in Brazil and Ceará; interviews with indigenous leaders and entities, representatives from the Ceará State Department of Education, and directors of the Ceará State Department of Indigenous Peoples; analysis of textbooks and guiding documents to identify approaches and recommendations regarding the inclusion of indigenous themes, especially at the local level; and the application of a didactic proposal inspired by historical-critical pedagogy, according to the model systematized by João Luiz Gasparin. The State Week of Indigenous Peoples was applied three times at EEMTI Professor Plácido Aderaldo Castelo, a public high school located in the outskirts of the city of Fortaleza. In its first edition, in April 2024, logistical challenges and a lack of support from the Ceará State Department of Education were encountered. In the second edition, in May 2025, there was a maturation of the school community, which enabled an expansion of the thematic repertoire applied in the intervention proposal, marked by interdisciplinarity. In its third edition, held in April 2026, the intervention was consolidated within the school, becoming an annual activity in the school calendar. Finally, I offer Sociology teachers a digital didactic material, the Didactic Guide for the State Week of Indigenous Peoples, aiming to synthesize the results of this research and the main structural aspects of the didactic intervention proposed herein. Thus, it is expected to contribute to the promotion of a counter-colonial sociological education oriented towards social action, promoting practical actions against the hegemonic discourses that guide school curricula, and collaborating towards a critical, anti-racist education of social quality.