“Minhas (z)áreas são históricas?” memória, história local e educação patrimonial: usos e possibilidades para o ensino de história

• Ano de defesa: 2024
• Autor(a) principal: Silva, Tayná Moreira da
• Orientador(a): Oliveira, Ana Amélia Rodrigues de
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Área do conhecimento CNPq: CNPQ::CIENCIAS HUMANAS::HISTORIA
• Link de acesso: http://repositorio.ufc.br/handle/riufc/78985

This study investigates the integration of Local History and Heritage Education into History teaching, with a focus on how these concepts can be employed to cultivate a critical historical awareness among students. The thesis is organized into four chapters that explore various facets of the research. The first chapter sets the stage by detailing the context of the study, centered on EEMTI Adahil Barreto Cavalcante and Conjunto Timbó, where the didactic experimentation takes place. It examines the school environment, the implementation of History teaching, and associated school memories. The second chapter provides a historical overview of the city of Maracanaú, covering its emancipation, industrialization, and urban uses. It explores memory disputes and the official versus marginalized narratives that shape local historical understanding. The third chapter integrates the concepts of Local History and Heritage Education, discussing their potential and challenges in History teaching. It outlines the didactic experimentation developed, culminating in a didactic sequence detailed in the fourth chapter. This sequence aims to enhance students’ historical awareness through engagement with local spaces, leveraging Local History and Heritage Education as methodological tools. This approach seeks to enrich History education by contextualizing learning and connecting students with their local historical environment. The dissertation provides a practical educational resource in the form of a didactic sequence, offering a model for integrating Local History and Heritage Education into the school curriculum to foster a situated and critical understanding of History.