CURRÍCULO E COLONIALIDADE:

INTERCULTURALIDADECRÍTICA NO ENSINO DE HISTÓRIA

Abstract

The representation of Indigenous peoples in the Brazilian school curriculum was legally guaranteed through milestones such as the 1988 Federal Constitution, Law No. 10,639/03, and especially Law No. 11,645/08, which made the teaching of Indigenous History and Culture mandatory at all levels of basic education. This article analyzes, within the context of the state of Goiás, how national regulations—particularly the National Common Curricular Base (BNCC)—and state curricular guidelines have shaped the inclusion of Indigenous themes in the school curriculum. Based on a qualitative approach grounded in the perspective of Cultural History and postcolonial studies, the study investigates the extent to which these educational policies foster a plural, critical, and decolonizing approach to Indigenous history. The analysis reveals normative advances, but also highlights gaps, silences, and challenges in the implementation of an education that values Brazil’s ethnic and cultural diversity as a formative principle.