A relação ensino-aprendizagem em história e aspectos da saúde mental: experiência na EEM professora Diva Cabral

Abstract

This study aimed to analyze and reflect on the 40-year history of the founding of EEM Professora Diva Cabral, using this historical milestone as a tool to roblematize both the content and the teaching-learning relationship in the History curriculum, as well as to promote students’ autonomy and mental health. The research was based on the hypothesis that the recovery of memory and school identity through the knowledge of local history creates spaces for belonging and encourages reflection on students’ identities, their everyday challenges, and their emotional experiences. To achieve these objectives, a qualitative methodology was adopted, involving the construction and analysis of seven sources produced in distinct stages, incorporating ontributions from both teachers and students. These sources were developed from documents and records collected before, during, and after the 2023 Cultural and Scientific Fair, whose theme “Diva 40 Years: Identity and Memory” guided the research activities, problematization, and the creation of new historical sources. Additionally, a questionnaire administered in 2024 via Google Forms allowed for a joint reflection by students and teachers on topics such as mental health, the impact of the Covid-19 pandemic, and the influences of socioeconomic and cultural realities in the school environment. Motivated by the author’s practical experience as both a school coordinator and a High School teacher — roles that involve daily engagement with the emotional complexities of students — the study raised fundamental questions regarding the relationship between mental health, the teaching of History, and local history. It investigated how knowledge of community history can influence students’ well-being and examined how socioeconomic and cultural conditions impact this context. It was observed that deepening the understanding of the school’s and the territory’s history contributes to strengthening the students’ identity, helping them reflect on their own existence, challenges, and potentialities. The results underscore that integrating cognitive and affective dimensions within the teaching-learning process is crucial for creating a welcoming and inclusive school environment. Innovative pedagogical practices that promote self-care, empathy, and emotional intelligence have demonstrated that mental health should be regarded as an integral component of human and civic education. In summary, the study recommends the continuation and expansion of pedagogical practices that integrate theory and practice in an innovative and humanized manner, thereby contributing to school nvironments that value both knowledge and the emotional well-being of students.