Tese
Entre histórias e memórias: o pensamento histórico e as narrativas sobre a regionalidade na educação básica do Vale do Taquari - RS
Fecha
2019-10-02Autor
Nicolini, Cristiano
Institución
Resumen
Historical knowledge presents specificities that stimulate investigations about its nature and
its function in society. Unlike the natural sciences, it is built on social interaction, over time
and in defined spaces. Without this information, you run the risk of naturalizing it and
emptying history of its explanatory and transformative potential. In this sense, the German
thinker Jörn Rüsen (2001; 2006; 2015) proposes a Theory of History that locates this field of
knowledge, explaining its particularities and the different dimensions in which it acts in
reality. Through his investigations, the historian approached a group of thinkers linked to the
so-called Historical Education, which emerged in the 1970s in Europe, and today operates in
various countries of that continent and also America. This thesis starts from the
presuppositions of this research line to understand the relations between the narratives about
regionality present in the territory called Vale do Taquari, located in the center-east portion of
the state of Rio Grande do Sul, Brazil, and the formation of the historical thinking of young
people attending basic education in the thirty-six municipalities in this region. The fieldwork
involved visiting schools in these administrative units, in which an interview was conducted
with students of the 9th grade of elementary school, completing the first stage of basic
education. In this process, each group of students was presented with a set of images
corresponding to their municipality, followed by three questions about local and regional
history. From this work, a total of 542 interviews were gathered, including young people from
13 to 18 years old, all enrolled and attending this stage of schooling. Starting from the
references of Historical Education (Barca, 2001; Lee, 1994; Fronza, 2012; Cainelli, 2017;
Cunha, 2017; Martins, 2017), a table was elaborated with categories corresponding to the
historical ideas present in the narratives of these students: presentist, ethnocentric,
multicultural and intercultural. From these empirical data, we sought to understand the
relationship between the process of heritage patrimonialization triggered in the territory and
the learning that these young people develop in school life, so that the limits and possibilities
of curricular proposals in the interaction with the children are understood different influences
on the formation of knowledge and historical consciousness of the subjects.