História local e patrimônio cultural: caminhos para a construção de sentido e pertencimento no ensino de história em Presidente Médici (MA)

Abstract

This study investigates the construction of meaning in the teaching of History in the daily school life of Presidente MÈdici (MA), analyzing the use of local history and cultural heritage as instruments of identity and belonging. In view of the identification of the absence of these elements in the local curricula and the distance of students from the subject, the silencing present in pedagogical practices is problematized. The main objective was to develop active methodologies capable of revitalizing teaching through the integration of research and heritage education. To this end, a bibliographical research associated with oral history and the application of practical activities with students in the 3rd year of high school was carried out, involving the active investigation of their collective memory. As a result, a teaching guide was developed for teachers, containing guidelines for the use of places of memory in the educational process. The experience showed greater student engagement, strengthening of historical awareness and reinforcement of local identity, demonstrating the effectiveness of the approach in bringing theory and pedagogical practice closer together. It is concluded that the critical incorporation of cultural heritage into school curricula is a promising strategy for redefining the teaching of History in the region.