RELIGIOSIDADE, REPRESENTAÇÕES E RESISTÊNCIAS: AFRICANIDADE E INDIGENISMO NOS LIVROS DIDÁTICOS

This article examines the (in)visibility of Afro-Brazilian and Indigenous religiosity in textbooks, highlighting approaches, the importance attributed, and changes following Laws nº 10,639/2003 and nº 11.645/2008, which made the teaching of Afro-Brazilian, African, and Indigenous cultures mandatory in Basic Education. Historically, textbooks have marginalized and stereotyped these cultures, reproducing prejudice and invisibilizing religious knowledge and practices. The research, based on bibliographic and documentary analysis, reviews key legal frameworks (LDB, PCNs, Laws nº 10,639/03 and nº 11.645/2008) and applies thematic categorization according to Bardin (2010) to identify progress, omissions, or resistances. Results show that, despite advances, the presence of Afro-Brazilian and Indigenous religiosity remains limited, often superficial and stereotypical, within a Eurocentric and Christian perspective that silences spiritual and cultural dimensions. The study concludes that strengthening teacher education, revising textbooks, and expanding institutional commitment are essential for building an anti-racist, plural, and inclusive education.