Bibliometric study of Brazilian theses and dissertations (1996-2018) on specific and differentiated teaching materials for indigenous populations

In the academic sphere, the debate on the elaboration of specific and differentiated teaching materials for indigenous peoples has been frequent in order to break their invisibility in the context of school education. In order to investigate how this debate permeates the works defended in graduate programs in Brazil, and seeking answers on how this scientific production is configured, an exploratory and descriptive research was carried out, with bibliometric and content approaches. Data were collected at the Brazilian Digital Library of Theses and Dissertations (BDTD/IBICT) using the expressions “indigenous teaching materials” and “indigenous teaching books”, which resulted in dissertations (n=29) and theses (n=3). The bibliometric analysis of the works revealed the temporal evolution (1996-2018), the institutions (n=17), geographic regions (n=5) and areas of the graduate programs (n=11). The content analysis exposed the objectives (n=4); the typology of teaching materials (n=8); the levels of education (n=2), the disciplines (n=5) and the ethnic groups (n=42) to which these teaching materials are destined. It was concluded that although important, there are still few graduate studies that have accepted the challenges and complexity inherent in the elaboration and analysis of specific didactic materials in the context of indigenous school education. This requires a more critical look at the representation and participation of indigenous peoples in the preparation of these materials.

1996 -Law nº 9394/96 -Law of guidelines and bases of national education (LDBEN) It institutes, as a duty of the State, the right of indigenous peoples to a school education that contemplates their cultures and guarantees access to knowledge of national society and other indigenous and non-Indian societies.

-National Curriculum Reference for Indigenous Schools
Prepared in compliance with the LDBEN regulations, it establishes general guidelines for educational work with indigenous communities based on the plurality and diversity of the multiple curricular programs of specific historical and ethnic projects. 1999 -Opinion n o . 14/1999 and Resolution n o . 3 /1999 It presents the rationale of the indigenous school, determining its structure and functioning, in addition to defining skills for the training of indigenous teachers, the school curriculum and its flexibility, and proposing actions aimed at indigenous school education.

-Curriculum References for the Training of Indigenous Teachers
The discussion supported the implementation of initial training programs for indigenous teachers, aiming at their qualification in intercultural teaching. It changes the LDBEN, making the teaching of the Portuguese language and mathematics in secondary education compulsory, ensuring indigenous communities, also, the use of the respective mother tongues.
Hayashi, M. C. P. I., . Bibliometric study of Brazilian theses and dissertations   The steps of the procedures adopted for the composition of the research corpus, the methodology adopted and the analysis of the results are described in detail in the next sections.

Study profile
Through the full reading of the theses and dissertations that made up the investigated corpus (n = 32), the content analysis of the works was carried out, which allowed to explore the various aspects addressed in these works. For example, the types of approach to teaching materials were extracted from the analysis of the objectives of theses and dissertations, as shown in Table 1. Table 1 -Objectives of the studies by authors, years and total of theses and dissertations.
The elaboration of specific and differentiated didactic materials by indigenous people was the concern of a quarter of the studies analyzed (n = 8) including those that dedicated themselves to studying the production of literacy books prepared in the mother tongue of the indigenous people (Vencio, 1996;Nincao, 2008;Duarte, 2009) while the others addressed other types of materials. The analysis of teaching materials prepared "by" (n = 4) and destined "for" (n = 4) included teachers and indigenous people of various ethnicities.
When deepening the analysis of the theses and dissertations, the types of teaching materials (n = 8) that were taken as an object of study in these works were identified. It was found that the following typologies prevailed: didactic (n = 19) and paradidactic (n = 1) books, represented by 62.5% (n = 20) of the total of works followed by literacy primers with 14.3% (n Hayashi, M. C. P. I., . Bibliometric study of Brazilian theses anddissertations (1996-2018)  phone app, as shown in the data in Figure   5. The textbook has already been the subject of critical reflections by numerous authors (Bonazzi & Eco, 1972;Freitag, Motta & Costa, 1987;Schäffer, 1988;Choppin, 2004;Luca, 2009;Silva, 2012) who, among other aspects, addressed the various functions and uses of this type of teaching material. In the context of indigenous school education, the critical analysis of the indigenous textbook carried out by Grupioni (1995) (Grupioni,. In Figure 5, it is observed that the other didactic materials analyzed in the theses and dissertations totaled 18.8% (n = 6) showing their diversity, such as Hayashi, M. C. P. I., . Bibliometric study of Brazilian theses and dissertations   cinematographic productions (Sanchez, 2015) and Youtube videos (Valentini, 2018) previously commented, as well as educational games (Ives, 2014), cartographic materials, such as maps and global positioning systems (Carvalho, 2006), comics and an indigenous language translator application for mobile phones (Rubim, 2016).
It was also investigated which levels of education -elementary or high schooland grades these teaching materials are intended for, and Figure 6 shows the results obtained.   Hayashi, M. C. P. I., . Bibliometric study of Brazilian theses anddissertations (1996-2018)  Last, but not least, the various ethnic groups (n = 42) that are represented or for which didactic materials covered in theses and dissertations (n = 32) were also investigated. In Figure 8, below, the ethnicities that are represented in the analyzed theses and dissertations can be observed. It is worth noting that a single work may have covered more than one ethnicity, as for example, the study by Lima (2016) that included the Apinajé, Javaé, Karajá, Hayashi, M. C. P. I., . Bibliometric study of Brazilian theses anddissertations (1996-2018)  In addition, a few studies (n = 4) did not declare for which ethnic group the teaching materials were prepared or analyzed.
In this wide diversity of ethnicities (n=42) listed in Figure