(Re)criando narrativas para o reconhecimento das ancestralidades indígenas e afro-brasileiras: ação pedagógica nos anos iniciais do Ensino Fundamental.

Abstract

This present work presents a study focused on Indigenous and Afro-Brazilian ancestries, seeking to investigate the impact of an educational practice that proposes the (re)creation of historical, literary, and artistic narratives for the recognition and valorization of these ancestries in the Brazilian context. The construction of this work aimed at the implementation of real approaches in a 1st-grade elementary school class, presenting narratives about indigenous and Afro-Brazilian peoples in a prominent and protagonistic position in history, based on positive representations and the study of their contributions to the culture, science, and social practices of our country. Through a theoretical immersion, different references related to ethnic-racial relations are presented, highlighting acts of resistance and the increase in scientific productions in this regard. There is a deepening of the study of educational policies in Brazil related to the ethnic-racial agenda, from the 1988 Constitution to the latest update of the BNCC (Brazilian National Common Curriculum). Furthermore, there is an emphasis on the importance of adopting an anti-racist teaching perspective, committed to the civic and political education of students, valuing human and cultural diversity. The text addresses the intersections and historical connections between peoples of different origins with very ancient cultural roots, such as the Tupi and Yoruba, emphasizing the importance of the (re)creation proposal as a strategy for the active and creative involvement of students. Through action research and using instruments such as participant observation and questionnaires, it was possible to investigate the teacher's practices and the involvement of students in the proposed activities. The assessment of the research and planned pedagogical action's impacts was inspired by Content Analysis. A didactic, historical, and temporal cut was made, using different educational resources to illustrate the first contacts between peoples of different origins who are part of our history, aiming to build the knowledge that indigenous and Afro-Brazilian ancestries have roots predating the formation of Brazil. The research allowed the exercise of a constitutional right supported by law, contributing to the understanding of ethnic diversity in the Brazilian context. With a playful and interdisciplinary approach, activities were carried out that were contextualized to the class's reality, putting into practice genuinely inclusive education committed to the anti-racist struggle and the valorization of human diversity. The research results indicate the implementation of a sensitive approach to different aspects of indigenous and Afro-Brazilian ancestries, with student productions that include painting, collage, writing, toys, imaginative play, exploration of musicality, and the development of a temporal and geographical sense. These activities allowed highlighting the changes resulting from the process of narrative (re)creation carried out at different moments. Additionally, there is a focus on students' statements related to the proposed idea and on the practices of a teacher committed to a humanizing education. This contributes to the research field with concrete data and experiences that can be used to improve teaching and learning experiences related to ethnic-racial relations.