Cemitério São João batista de Guarabira-PB: Espaço Pedagógico Para o Ensino de História

• Ano de defesa: 2015
• Autor(a) principal: Hipólito, Paulo
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal da Paraíba; Brasil; História; Programa de Pós-Graduação em História; UFPB
• Palavras-chave em Português: Cemitério; Cemetery; Ensino de História; Aprendizagem Significativa; História Local; Fonte Histórica; History Teaching; CIENCIAS HUMANAS::HISTORIA
• Link de acesso: https://repositorio.ufpb.br/jspui/handle/tede/8088

The dissertation presented here arose from the desire to unite two studies of the objects wanted dedicated myself in my academic career since graduation: the cemetery and the teaching of history. My goal was to develop this study to the possibilities of working the graveyard as a source for teaching history. As we show the studies Bellomo (2008) historian, the cemetery can give us information about religious values, genealogical aspects, memory forms of families or community; ethnic studies, architectural, and artistic heritage, ie a range of thematic possibilities that can be worked with the backdrop of the cemeterial space. Here I defend the hypothesis that the cemetery can provide a meaningful learning of history that can differentiated and innovative look for students of basic education which often complain about the cold form of discipline as history is taught in the classroom without much to do with their reality. This study took advantage of running a teaching sequence with the 8th graders and 9th grade of Educational Center Dom Helder Camara, school located in New neighborhood, municipality of Guarabira-PB. This teaching sequence involving lectures in class, a field class at St. John Baptist Cemetery - the oldest cemetery in the city, located in the center of Guarabira and today is off for new tombs - and a lesson where students were able to relate their experiences By means of a textual output. The focus of the classes was acquainted with the concepts of history, memory, identity and heritage in order that students could understand them relate them to the local history and material culture and immaterial of the cemetery. Through the analysis of the narratives of the students, i could see the breaking of prejudice that students had the cemetery, the theory of dialogue with the practice in relation to the concepts worked, questions about issues around the preservation of the tombs, among other features highlighted by students. Moreover, it was considerable excitement involvement of students and the fact that they liked to have been a lesson so different from usual.