História indígena e educação patrimonial decolonial: Tapuias Tarairiú e Mártires de Uruaçu no ensino escolar - São Gonçalo do Amarante (RN)

Abstract

This study aims to analyze the intersection between Indigenous history, the decoloniality of knowledge, and heritage education within the context of the Uruaçu community in São Gonçalo do Amarante, Rio Grande do Norte. To this end, we seek to promote a History education that values Indigenous protagonism, historical heritage, and local memories. Thus, we will address the New Indigenous History and its impact on basic education, highlighting decolonial pedagogical practices and the use of heritage education as a tool for building a critical historical awareness based on respect for and appreciation of diversity. Furthermore, this research investigates the narratives surrounding the Martyrs of Uruaçu, in São Gonçalo do Amarante (RN), exploring how these historical events are represented and understood within the school environment and among attendees of the Feast of the Martyrs, with an emphasis on the role of Indigenous peoples. Additionally, we focus on the Indigenous community of the Tapuia Tarairiú from Lagoa do Tapará lagoon, analyzing their struggles, demands, and actions aimed at strengthening ethnic identity, such as the Toré ritual, the Indigenous Cultural Fair, and Indigenous school education. This research, articulated with teaching practice, outlines pathways for an educational approach that acknowledges and respects the histories and contributions of Indigenous peoples, fostering their effective inclusion in the school curriculum. The study concludes with the proposal of a pedagogical product in the form of a didactic sequence structured into a teaching plan, lesson plans, and a culminating activity, aimed at valuing Indigenous history and memory in basic education while also engaging with the memories of the seventeenth-century conflicts that gave rise to the cult and the Shrine of the Martyrs of Uruaçu.