Marcos e marcas de um processo de invenção curricular: ensino de história e cotidiano escolar em gestos de rememoração

Abstract

The succession of stages in memory is divided into milestones, where significant points in life collide and leave their marks on us, which are materialized in this research, titled “Milestones and marks of a process of curricular invention: History teaching and everyday school life in gestures of remembrance.” In it, I showcase a pedagogical practice that is closely linked to a long-standing connection between life and teaching. This investigation deals with the development of an interdisciplinary didactic project on the subject of memory, developed with 6th grade classes in a public school on the outskirts of Juiz de Fora (MG). The city's History curriculum is the guiding principle for this pedagogical experience, with a unique guideline that seeks to direct teaching work based on three theoretical-methodological axes: educating for an understanding of knowledge, time and memory, which are considered fundamental for students' learning. The axes are integrative, designed to interact with the various school contents, giving teachers and schools the autonomy to review teaching practices from Early Childhood Education to the Final Years of Primary School. Looking back in time and through remembrance, this thesis aims to analyze this didactic practice, in order to answer the central question that guided this investigation: Why is this pedagogical practice of working with memory for the development of students' identities important in school culture? The work sought theoretical references from authors who specifically study the fields of Memory, Curriculum and Education. In the field of memory, I would highlight Joël Candau and the relationship between memory and identity; Michael Pollak and the construction of social identity; Maurice Halbwachs and his reflection on the collective construction of memory, and Ecléa Bosi and her thoughts on the memory of the working class. In the field of curriculum, Ivor Goodson and Tomaz Tadeu Silva, in their understanding of curriculum as a social construction. In the field of education, I would highlight the importance of the thinking of bell hooks who, influenced by the ideas of Paulo Freire, contributes to the understanding of affection and communication in the construction of knowledge. During the course of the research, I analyzed an archive comprising eighty-eight students' autobiographical narratives and their images, which contain their experiences based on their selections of memories. Subsequently, I was able to analyze and highlight the categories that appear most in the autobiographical texts, as well as recall the individual aspects of each student through their photographs. The visibility and value of this pedagogical work is that it allows us to understand the contribution of memory in the process of development of identity, considering that all historical subjects, in this case the students and the socio-cultural groups to which they belong, deserve to have their Histories, Memories and Identities known and valued at school.