_______________________________________________________________________RESUMO: O ensino da história e cultura dos povos indígenas no Brasil vivenciou avanços significativos nos últimos anos impulsionados, sobretudo, pela sua obrigatoriedade definida pela lei 11.645/08. É inegável que esforços têm sido direcionados por professores e demais envolvidos na educação básica no sentido de oferecer um ensino de qualidade que seja capaz de responder ao desafio da educação para o exercício da diversidade em sua relação com os povos indígenas. Alguns desafios, entretanto, ainda se projetam no horizonte destes profissionais. Neste artigo discutimos especificamente a importância da superação de uma "lacuna" existente nos materiais didáticos de história destinados, atualmente, ao público do ensino fundamental, a saber, a pouca ênfase dada aos processos históricos engendrados no período republicano brasileiro que envolvem as diversas etnias indígenas. Sem o enfrentamento destas questões, o ensino da história e cultura destes povos em nossas escolas não conseguirá dimensionar e problematizar as suas diversas demandas históricas e contemporâneas.Palavras-chave: Povos indígenas brasileiros. República. Livros didáticos. História. _______________________________________________________________________ ABSTRACT:The teaching of history and culture of indigenous peoples in Brazil has experienced significant advances in recent years driven mainly by its obligation defined by law 11,645 / 08. It is undeniable that efforts have been directed by teachers and others involved in basic education, in order to provide quality education that is able to meet the challenge of education for the exercise of diversity in its relationship with indigenous peoples. Some challenges, however, still jut on the horizon of these professionals. In this article specifically we discussed the importance of overcoming a "gap" in existing teaching materials of history to the public elementary school today, namely the little attention given to historical processes engendered in the Brazilian republican period involving the various indigenous ethnic groups. Without addressing these issues, the history of education and the culture of these people in our schools can not scale and discuss their different historical and contemporary demands.
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