Cangaço, saberes experienciais e ensino de História: uma cultura histórica e suas ressignificações no espaço escolar

Abstract

The teacher as an agent of the teaching and learning process also presents himself as an integral part of a social context with two-way streets, leading and opening paths for the student to build reflections and bases for cognitive, critical and social development. Therefore, being a teacher is also in conditions of constant learning and maturation, experiential knowledge is an important part of this context of professional and personal improvement, there are various decision-making processes, whether macro or micro, throughout everyday life. shaping over time the logic undertaken by the latter within the classroom and in guiding the student in their respective endeavors within education. This entire context will directly affect the choices and/or mobilization of content in the classroom. The content of the cangaço is one of those, among many others, that significantly changes the dynamics of mobilization on the part of teachers and students and therefore the reflective context of teaching and learning, are dynamics beyond the event itself in the gone from the first half of the 20th century, but today a process of mnemonic resignification built in different contexts, settling through various elements and spaces. A social movement transmuted into memory and used by the teaching of History as school knowledge capable of providing opportunities for male and female students to reflect deeply on various tangential topics. This research using a qualitative methodology will analyze the content of the cangaço from its aspects in the normative documents, through the different experiential knowledge of teachers and students in the macro and micro dimensions of history teaching, using the classroom as the main field of research. , as well as analyzing cultural objects constructed by this body in movement from a set of collective memories. Furthermore, fulfilling its role as research within the scope of a professional master's program, it proposes a didactic pedagogical artifact that assimilates the content of cangaço in different monumental points encouraged by deepening and indications of mobilization of the same, compartmentalized into six categories.