Entre vivenciar o preconceito e ter que ensinar: a atuação de professoras indígenas na região metropolitana do Rio de Janeiro

Abstract

This article makes some reflections on the teaching of indigenous themes based on the testimonies of three indigenous teachers of basic education who work in schools in the metropolitan region of Rio de Janeiro. Active in the indigenous movement in Rio de Janeiro, their pedagogical intentions in the classroom are a reflection of the struggle of indigenous peoples, who use the education of the non-indigenous population as a strategy to conquer their rights and their life trajectories. In addition to showing us the need for a change in the teaching of history that gives visibility to indigenous peoples, emphasizes the protagonism of these populations and deconstructs prejudices and stereotypes, already pointed out by several authors, the teaching practice of these women points to the need for a balance reflections on alterity and identity.