Educação patrimonial em São Gabriel/RS : representações de Sepé Tiaraju no ensino de história no ensino fundamental

Abstract

The investigation sought to identify the leader José Tiaraju, Sepé, who was a Guarani, worked the position of Ensign in the Cabildo de São Miguel and was elevated to the position of leader of the Guarani army. The hypothesis that guided the investigation was the historical representation of a resistant Sepé Tiaraju. The historical study was developed based on the theoretical assumptions of Cultural History and its methodology was the use of a questionnaire and semi-structured interviews based on qualitative observation, developed in three schools that offer elementary education. After conducting the interviews and carrying out a questionnaire with History teachers, we analyzed the data produced as a documentary source. The research also analyzed the representations of Sepé featured on pedagogical materials, such as textbooks, and the relationships that are established in the promotion of local heritage, in the valorization of the memory spaces of the Gabrielense community, in a methodological perspective of Heritage Education for the elementary school. Some results point to the use of the textbook as a fundamental piece, but also to the lack of content about the history of Rio Grande do Sul and specifically about the Guarani War and the representation of the leader Sepé Tiaraju in the textbooks; the training of History teachers presents some gaps in relation to Brazilian and local History, but the representation that teachers have of Sepé is that of the historical leader, and an advance is sought in continued training, with the production of material in the form of a Guide to a didactic sequence on the topic. In this sense, the thesis defends that the teaching of history addresses representations of Sepé Tiarajú in the study of Heritage Education, with an emphasis on the historical Sepé, for a better construction of the identity of the local community. We do not ignore the aspect of the lack of professional training and the devaluation of memory spaces, however, we contend that the establishment of a relationship between the community and its students with the theme involves an appropriation of cultural assets from the context, through a process of construction of identities in History classes. [resumo fornecido pelo autor]