Lugares de memória e educação patrimonial: reflexões e propostas para o ensino de história em Buriti dos Montes Pi

Abstract

This dissertation presents an analysis of memory spaces and their influence on the formation of identities of the inhabitants of the city of Buriti dos Montes-PI. The central problem involves the identification of the cultural, historical and social elements that shape this identity and the application of these elements in the teaching of local history. The main objectives listed in this work were: to investigate the aspects that constitute the cultural and historical identity of the inhabitants of Buriti dos Montes and how this identity can be integrated into the teaching of local history; examine how certain memories are consolidated and updated, to establish a narrative about local history and memory; research places of memory in the municipality, identifying and analyzing how these spaces reflect local history, traditions and culture; examine how historical sites in Buriti dos Montes are currently used to preserve local memory; propose reflections and strategies that establish connections between History Teaching and Heritage Education, focusing on places of memory in Buriti dos Montes; produce a teaching guide, to support the teaching of History, based on the Basic Education curriculum, which integrates the identified memory sites, in the search for promoting a critical understanding of local cultural heritage. The text is divided into three chapters: in the first, a discussion is held about the relationships between memory, History and places of memory; the second deals with heritage, heritage education and the challenges and possibilities for teaching History in the New High School; Finally, the third chapter addresses the historical formation of the municipality, bringing reflections on the construction, preservation and silencing of heritage linked to it. As a way of approaching these issues, an exploratory and qualitative methodology was adopted, based on a comprehensive bibliographic review. The conceptual categories analyzed include: Memory, History and Places of Memory. Furthermore, concepts such as Heritage, Heritage Education and History Teaching are discussed to enrich the understanding of the selected thematic units. To support the discussions, authors such as Pierre Nora, Maurice Halbwachs, Michael Pollak and Jacques Le Goff were used, who address topics such as the relationship between memory and history. As well as studies by Reginaldo Gonçalves, Pedro Paulo Finari and Sanda Pelegrini on Heritage; Átila Tolentino, Sônia Florêncio and Simone Scifone on Heritage Education; Cláudia Fontineles and Felipe Ribeiro on curricular guidelines; Marcelo de Sousa Neto and Luiz Reznik about programs such as PIBID and PROFHITORIA, which recognize the Basic Education teacher as a researcher, capable of giving new meaning to teaching and the production of teaching materials. In this context, the proposed teaching strategies, which include the use of symbols from the local environment and the valorization of places of memory, proved to be effective in transforming History teaching. By incorporating elements from students' daily lives, learning becomes more contextualized, allowing a richer understanding of history that goes beyond traditional textbooks. The result of the research materialized in the development of a teaching guide, entitled “History and memory of Buriti dos Montes-PI: didactic possibilities for teaching and learning”. This didactic-pedagogical intervention resource aims to support teachers who teach History in the municipality, promoting significant rapprochement between the content taught at school and the experiences lived in the daily life of the school community.