O ensino de história no primeiro ano do ensino fundamental: território e patrimônio cultural

Abstract

Teaching History in contemporary times has been a challenge made up of obstacles of different natures. Over the years, teaching as History teachers has allowed us to experience the daily transformations in education in our areas of activity. This gives us the opportunity to understand how changes directly impact classroom routines and direct learning flows according to the interests of education regulatory bodies, without taking into account the uniqueness implied in individual learning and whether the learning achieved over time is sufficiently capable of allowing students to achieve significant knowledge. In this sense, this research seeks to analyze the current structure of History teaching, proposing paths and methodologies for the construction of new senses and meanings in the mediation process, from the perspective of valuing and preserving cultural heritage of São Gonçalo do Amarante. Based on an analysis of the context of Brazilian education, over at least a decade, in relation to factors mainly linked to political and social issues, we can consider that there is a structural crisis in the field of humanities, including History in the various stages of basic education. The problems faced arise mainly from changes in curricula or the lack of concrete teaching resources for classroom work, which consequently requires changes in the methodologies used in the early years, influencing the course of student life until the end of high school. The teaching of History in the literacy cycle has been, to a certain extent, denied over the last few years, mainly due to the emergence of literacy at the end of the second year of elementary school, not providing students with the opportunity to learn through History teaching. Therefore, we seek alternatives and methodologies that guarantee the learning necessary for the formation of children from a perspective of historical education. To this end, we propose carrying out recreational activities and experiences using actions that originate from popular culture, through music, festivities, popular demonstrations and dances (Reisado, Dança do Coco, Dança de São Gonçalo), Crafts, Theater and Circus, structuring the work for teaching History through heritage education, allowing children to come into contact with the material and immaterial cultural heritage of their own territory and life context.