A história local em uso: um procedimento didático-Metodológico para o ensino de História nos anos finais do fundamental no Centro Educacional Pedro Cunha Mendes, em Pedro do Rosário-MA

Abstract

This research aims to critically address the teaching of History from Local History as content and teaching methodology for the final grades of elementary school. In this aspect, here we intend to analyze the documents and curricular bases and what they affirm or consider about Local History. However, on this main point, it is observed as an initial assumption that the teaching of Local History is more directed to the early grades of elementary school. With this, we launched the problem: how to treat the teaching of Local History for the final grades before a BNCC (2017) and DTCMA (2019). that deal with the teaching of History and even consider the teaching of Local History, but say little about the way to teach this History, to the extent that the textbooks themselves that are produced in other regions are not directed to activities articulated with this teaching model. With this in mind, we will try to produce the educational Thematic Notebook: Local History of Pedro do Rosario from the oral memories of the interviewees, and written documentary sources (such as the law of emancipation of the municipality and the IBGE website), with proposals for activities for the teaching of History. This research is developed in 4 parts: in the first, we deal with the curricular aspects of the teaching of History and Local History; in the second, we deal with the didactic-methodological aspects of the teaching of Local History; in the third, of the research developed at the Pedro Cunha Mendes School. Thus, we will address a little the city of Pedro do Rosario, in which the school is located, as well as the school and its organization, and the teaching of History in this educational environment. In short, this dissertation has its relevance in that it proposes, from a review in the literature on the theme of the teaching of Local History and problematization of the bases and curricula of History, to develop practices of History teaching that bring the curricular contents closer to the local, cultural and social reality of the students. The main bibliographic sources: Barros (2013); Bergmann (1990); Bittencourt (2003); Cerri (2011); Freire (1997); Goncalves (2007); Goodson (1995); Lebanon (1994); Tardif (2014); Vygostsky (1989).