UNIDADES CURRICULARES ELETIVAS DO ENSINO MÉDIO CEARENSE NA ÁREA DE LINGUAGENS: REFLEXÕES SOBRE O APAGAMENTO DAS CULTURAS INDÍGENAS

This study aims to investigate how indigenous cultures are predisposed in the catalog of Elective Curricular Units (UCE) in the area of languages and their technologies in the state of Ceará for work with all students in Basic Education, seeking to present possibilities for the development of this problem in school. As a methodological resource, we used documentary analysis, in which the Elective Curricular Units (UCE) of the State of Ceará were analysed. The discussions presented in this study considered the following elements present in the UCEs: (i) teaching and learning content; (ii) theoretical foundations; (iii) articulation between the universal and the local in the discipline; (iv) approach to the issue of diversity and (v) objectives and skills presented. When analysing the number of UCEs in the area of languages and their technologies, we noticed a total of 112 components, and only four electives highlight the knowledge produced by the indigenous peoples of Brazil, corresponding to 3.5% of the total. This reality reduces the possibilities of including this theme in educational itineraries, as well as causing dissonances between proposed objectives, competencies and skills, favoring the development of mistaken interpretations, which may contribute to the reinforcement of stereotypes and discrimination. Therefore, we advocate that the education policy for Brazilian secondary education be reformulated, with a view to valuing the knowledge produced by marginalized groups in everyday school life.