Na minha aldeia eu sou história: o ensino de história local e a constituição identitária na cidade de Valença do Piauí

Abstract

In the context of Piauí, local research has gained prominence in classrooms, following the promulgation, in 2020, of the Piauí Curriculum. Document regulating the contents to be covered in the State's classrooms, proposed to municipalities and financed by the state public authorities. This document foresees that History teaching be put into practice through the relationship between General History and Local History, in order to bring content closer to students, developing an identity. The use of local history as a methodological resource can help in the process of establishing identity by adding content from the students' reality to a more general context in the curriculum note. In this sense, we propose to analyze the contributions of Local History to the process of identity construction, based on historical productions about the municipality of Valença do Piauí, showing that the application of Local History in the classroom, in the municipality in question, develops based on the individual action of each teacher, without the aid of adequate teaching material. Along this path, authors such as Stuart Hall (2005/2006), Manuel Castells (2018) and Canclini (1995) help us understand the concept of identity and how it is generated in a globalized and multifaceted society; Pierre Goubert (1988) and Farias de Barros (2012) guide us regarding the conceptualization of Local History; Regarding the meaning carried by the term Curriculum, we make use of the notes of Gimeno Sacristán (2013/2020), and how the various social variables imply the formulation of this document that standardizes the skills and content brought to the classroom. Using the content analysis methodology formulated by Bardin (1977), we developed an analysis of some historiographical productions in our analysis space, with the purpose of obtaining the contributions of these works to the process of local recognition and identification, dividing them by from its historical and memorialistic character. In the end, we note the contributions of using Local History to the process of recognition and identification of their living space and the contributions of this tool to teaching History contextualized to the students' reality. Productions about the municipality of Valença do Piauí, even those that do not denote a historical character, can be used to develop a feeling of belonging, and consequently in the construction or recognition of identity.