2021-08-252021-08-252021-06BRITO, Adilson J. I. Identidade fraturada: O desmemoriamento da "Adesão do Pará" no ensino de história. História & Ensino, Londrina, v. 7, n. 1, jan./jun. 2021. DOI: http://dx.doi.org/10.5433/2238-3018.2021v27n1p93. Disponível em: http://repositorio.ufpa.br/jspui/handle/2011/13414. Acesso em:.2238-3018https://repositorio.ufpa.br/handle/2011/13414It seems relatively settled that one of the roots of the school historical knowledge is related to the intellectual commitment with the edification of the Nation, from the construction of collective memory and identity. As a discipline of basic public formation, History should commemorate national history, and its regional and local developments, by encouraging the genealogical learning of a common past. This picture has undergone great changes in the present time. The History taught in the High School has distanced itself from this genealogical function, in which the basic formation does not include the significant learning of history, leading to processes of dismemberment and unawareness of national, regional and local identity goods among educations agents in the school space. This article intends to enter into this discussion, about “fractures” in teaching and learning experiences of a specific regional historical process, the "Adherence of Pará to Brazil’s Independence", in the daily life of a public High School in the outskirts of the municipality of Ananindeua-PA, in the brazilian Amazon.Acesso Abertohttp://creativecommons.org/licenses/by-nc-nd/4.0/Ensino de históriaEducação básicaEnsino médioAdesão do ParáHistory teachingBasic educationHigh schoolAdherence of ParáArtigo de Periódico10.5433/2238-3018.2021v27n1p93