Pesquisa e ensino de História local: Vivência de Ensino e aprendizagem na Escola unidade integrada Enoc Vieira em Barra do Corda - MA

Abstract

This research deals with the incorporation of historical research as a didactic-methodological strategy for Teaching Local History, using the Alto Alegre Conflict – revolt of the Tenetehara-Guajajara indigenous people against Capuchin religious from the catechetical mission of São José da Providência in Barra do Corda–MA, in 1901 – as the basic content of the investigative process with the students of the 7th grade class of the municipal school Integrated Unit Enoc Vieira in the city of Barra do Corda. Thus, the objective of the work is to analyze the contributions that historical research as a strategy for teaching History can offer to the students' historical learning process. In addition, we seek to reflect on the importance of historical school knowledge for the development of citizenship and critical student thinking. The methodology of this work, which is inserted in the qualitative scope, is based on the principles of Action Research, in accordance with the perspective of Michel Thiollent (2007). Thus, we seek to base students on the use of some techniques and methods of historical research – in a way adapted to the reality of Basic Education –, like Oral History and critical analysis of historical sources, for the construction of historical school knowledge (SCHMIDT; GARCIA, 2003) about the content of the Alto Alegre Conflict. By mobilizing the concepts of historical research, teaching Local History and historical learning, based on the theoretical discussions of some authors in the field of History Teaching, such as Schmidt (2003) and Garcia (2003), Caimi (2008), Saddi (2010), Rüsen (2011) and Cerri (2001), we seek to understand the practical problems and historical phenomena that emerged from the reality investigated with the students of the 7th grade class of the aforementioned municipal school in relation to the theme of this work. Through the critical observation of the data and the use of these theoretical and methodological contributions, the results identified give us confidence to conclude that historical research, as a didactic-methodological strategy for teaching local history, enables the development of students' historical learning. As a didactic product of this dissertation, we produced a Didactic Sequence, available in a digital magazine, in which we suggest a methodological path based on the incorporation of historical research as a strategy for teaching History in Basic Education.