História nas histórias: sequências didáticas para o ensino de história da antiguidade

Abstract

This paper, “History in stories: teaching sequences for teaching Ancient History,” presents the use of literature combined with history based on the production of educational materials for teaching sixth-grade elementary school classes on the subject of Ancient Greece. The proposal consists of the production of two learning sequences on the teaching of Ancient History (Greece) and includes the use of a contemporary literary text, Diário de Pilar na Grécia (Pilar's Diary in Greece), by Brazilian author Flávia Lins e Silva (2019A), with illustrations by Joana Penna. The work is intended for history teachers in the final years of elementary school. The methodology used for working with literary texts in the classroom is Literary Literacy by Rildo Cosson (2020A). The research includes theoretical discussions on the relationship between history and literature based on Chartier (2002), Pesavento (2004), and Albuquerque Júnior (2005, 2008, and 2019); as well as on the teaching of Ancient History based on the works of Funari (2004, 2016, and 2020), Guarinello (2003 and 2021), and Moerbeck (2021); and also on the reading and interpretation of written and visual texts from the chosen work, based on the theoretical basis of Santaella, Nóbrega e Prado (2012), Ramos (2018), Mendes (2019), Leite (1997), Lajolo (2018), Gancho (2014), Joly (2007) e Eagleton (2019). The teaching sequences were, in turn, constructed based on bibliography on Ancient History and Greece contained in Funari (2018), Guarinello (2019), Aleixo and Fernandes (2023), MacDonald (2019), and Matyszak (2023), supported by the methodological organization of Historical-Critical Pedagogy, in which dialectics becomes a teaching method according to Saviani (1996, 2008) and Gasparin (2009). The teaching material produced was used with the 6th grade classes of the Senador Salgado Filho Municipal Elementary School, in Gramado/RS, in the years 2022, 2023, and 2024. The case report presents the procedures for applying the teaching sequences in those years, as well as the evaluation of the students after participating in the research project. This study aims to show that it is possible to develop teaching sequences in which literature is understood as a historical source and pedagogical resource for teaching history, especially ancient history, to elementary school students, contributing to their understanding of history and the cultural legacies of Greece today. [resumo fornecido pelo autor]