Ensinando História local: a representação da identidade em Santa Izabel do Pará na égide da educação patrimonial

Abstract

This dissertation took as its guide the formation of an identity of students in Santa Izabel do Pará based on heritage education. For this, it was necessary to understand how local History has been taught in the initial years of elementary education in schools in Santa Izabel do Pará, in order to then understand reasons for the deficiencies presented in these themes, in the final years of this stage. Later, I developed an alternative didactic proposal that sought to explore information technologies and culminated in a website entitled “Teaching Local History in Heritage” with the aim of providing better support in teaching local school History in both the initial and final years of elementary school, in addition to serving as a source of research for students in the municipality. In this sense, we seek, based on the statements in interviews with teachers from the initial years, to establish comparisons between the responses of these subjects with the statements of students in the final years of elementary school, identified in questionnaires, considering differences, contradictions or equalities between the different narratives. The locus of the research is the Municipal Elementary School Antônio Lemos, a unit of the Municipal Department of Education of Santa Izabel do Pará – SEMED, located in the city center and the project was developed from a 9th grade class. In this project, we sought in heritage education the necessary support to bring part of the city's History that is directly linked to the theme of the class, present in the municipal curriculum and which supported the local work “The Belle Époque in Amazônia”. We list the monument State College Antônio Lemos – CEAL, formerly Orphelinato Antônio Lemos, a heritage site listed by SECULT/DPHAC in 1982, as a way of promoting student criticality when analyzing places of memory to deconstruct an elitist vision and which reinforces a discourse promoted by collective memory about a supposed “city that already had”. This exercise culminated in the construction of a student identity and the consequent orientation in time and space, in addition to promoting a reformulation of social historical thinking.