THE TEXTBOOK AND INDIGENOUS CULTURE: POSSIBILITIES FOR MULTICULTURALISM IN THE CLASSROOM

Abstract

This article investigates how indigenous themes are presented in textbooks, focusing on the Singular and Plural collections, comparing the versions evaluated by the PNLD 2017 and 2024. Based on bibliographic and documentary research, the study observes advances in the inclusion of texts and activities that value indigenous cultural diversity, but also identifies gaps in the qualitative approach and in the promotion of more in-depth debates. Based on authors who defend multicultural education (Krenak, 2019; Sacristán, 2017; Apple, 2017), the work highlights the importance of textbooks that portray indigenous peoples in their cultural plurality, overcoming stereotypes and contributing to the formation of a more inclusive, democratic and critical education.