Nas terras das conhas e dos “encantados”: o uso da história local para ensino de história

• Ano de defesa: 2020
• Autor(a) principal: Sousa Junior, Egnaldo Ferreira de
• Orientador(a): Souto, Paulo Heimar
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Programa de Pós-Graduação: Pós-Graduação Profissional em Ensino de História
• Palavras-chave em Português: História; Ensino de história; Aldeias indígenas; Alagoas (AL); Educação escolar indígena; História local
• Palavras-chave em Inglês: Indigenous education; History teaching; Local history
• Área do conhecimento CNPq: CIENCIAS HUMANAS::HISTORIA
• Link de acesso: https://ri.ufs.br/jspui/handle/riufs/14351

This study aims to discuss the importance of understanding, valuing and involving high school students, in the construction / reconstruction of the Local History of the sertaneja region of Alagoas, located in the Ouricuri village, in the Jiripancó indigenous community, municipality of Pariconha / AL. Analyzing the experience centered on the didactic sequences developed at the José Carapina Indigenous State School, in the first semester of 2019. The purpose of which is to bring students closer to the historical process of the economic and social formation of the municipality, to the present day, placing them as co-authors of the local history. In which they live, bringing up events, habits, religiosity, cultural manifestations, characters and places common to residents, enabling students to understand the relationship between the present and the past and to recognize themselves as historical subjects, seeking to break with objective and traditional, in a perspective of belonging to the community. This proposal tries to promote a meaningful and attractive interaction between students and the discipline History. Thus, it is necessary to discuss the constituent elements of Local History as a methodological strategy based on Bittencourt (2005) Schmidt (2010), Guimarães (2017) and the National Curriculum Parameters (1998) and BNCC (2018), consubstantiated with theoretical references of Indigenous Education through the analyzes of Bergamaschi (2012), Munduruku (2011). The results indicate that the material collected has substantial to be problematized and used for the construction / reconstruction of Local History, and thus offer new alternatives for approaching reflections about the student's daily life, the indigenous locality, the functions of the public school, related to the teaching History in a critical and citizen perspective.