Povos indígenas no ensino de História Regional do Paraná: coleção didática Lições Curitibanas (1994)

Abstract

This research addresses how the original people of Paraná are represented in the Lições Curitibanas Collection, produced during the administration of Mayor Rafael Greca in the 1990s. The didactic collection Lições Curitibanas (1994) and the Basic Curriculum of the Municipal Network of Curitiba Teaching (1994). The work seeks to place the work in its moment of production (political, educational and intellectual), identifying subjects and production processes. The focus of the analysis, supported by the concept of social representations, is to understand how native peoples are presented and represented to children attending the early years. In this sense, a gap can be seen between advances in debates in that context about the original people of Paraná and the representations conveyed in the work, characterizing a persistence of erasure, subalternity, and homogenization. In this study, the textual, iconographic and content-pedagogical perspectives of our source will be analyzed. The texts of Roger Chartier (2002) will be used to identify the construction of the social representation of indigenous people, and Albuquerque Júnior (2008) to define Regional History. As well as texts by Circe Fernandes Bittencourt (1997) and Peter Burke (2004) to discuss iconography and iconology. The final product presented in this dissertation will be a didactic reference guide on indigenous peoples intended for early years teachers.