História local como conteúdo de ensino:

Abstract

This research aims to present an “other” version of the history of Conceição do Araguaia – Pará, an alternative to working with teaching local history. A story that does not prioritize political, official and Eurocentric bias, but versions told by the city's residents themselves, in this case the riverside residents. From the analysis and problematization of local historiography, it was possible to understand the existence of an approach characterized by the predominance of a history that has a colonialist and romantic bias. As an alternative to this, narratives were produced, based on the memory of riverside dwellers, made invisible by local history writings, as a proposal for Local History Teaching that dialogues with Decolonial Thought. Using the oral history methodology, life history interviews were carried out with 4 riverside residents of the Tancredo Neves neighborhood, where the Professor José Wilson Pereira Leite school, the locus of the research, is located. The memories of these riverside dwellers were analyzed by 2nd year high school students, who after 15 workshops, where they studied, debated and developed productions on topics related to local history. The students participating in the research were divided into 4 groups, which, based on the interviews and transcriptions, produced biographies of the riverside dwellers.These groups then presented the work developed in the classroom to the school community, at the cultural evening. The biographies, as well as the didactic sequence and other information about the city, were gathered in a booklet, the teaching product of this research, which will be available to the community in the teaching unit's library. Each riverside resident participating in the research will also receive a copy, so that they have access to the results of the work. We believe that it is possible to think about and teach local history, in the context of basic education, which is a space for self-recognition by the subjects who participate in this process and, therefore, teaching history with meaning and meaning beyond assessment data external.