Nova Prata: história local, educação patrimonial e ensino de história

Abstract

The present dissertation approaches the interrelation between History Teaching, Local History and Cultural Heritage. The chosen scenario is the city of Nova Prata/RS. The work is part of the Postgraduate Program in History of the Universidade de Caxias do Sul - Professional Master's Degree in History, having as its research line the Languages and Culture in the Teaching of History. The study started from a daily problem perceived in the school context, together with teachers, students and the community of Nova Prata: what is the importance of Heritage Education and Local History in the History Teaching in the schools of Nova Prata for the constitution of identity, memory and historical consciousness? It aims to contribute, based on the relevance of Local History and Heritage Education in History Teaching, to the promotion of teaching practices focused on the construction of local identity and memories in the school context. The research is qualitative and presents the literature review as a methodological tool. Based on the literature review and on the relevance of the theme for the school community in Nova Prata, we decided to develop a workshop on Heritage Education for teachers from the municipal public school system. The workshop aims at enhancing the teachers' work and, based on the knowledge and experiences gained from this initiative, they will be able to approach the theme in the classroom with expanded possibilities, especially when it comes to adapting it to the students' local realities. The workshop presents a script involving places that are part of the city's architectural inventory approached from three thematic axes: Nova Prata: Administration and Power; Nova Prata: Education and Culture; and Nova Prata: Religious Manifestation. The results obtained indicate that Heritage Education and Local History in History Teaching converge to a pedagogical work in line with the context of the school community, expanding the significant possibilities of building historical knowledge from a critical, creative, and reflective vision aimed at understanding one's own contextual reality. In summary, to consciously recognize and appropriate one's own Heritage, seeing it as an integral part of one's own History and the constitution of one's own identity, becomes an exercise of citizenship and of cultural strengthening for those involved in the educational process. Finally, it is important to point out that this study is not conclusive and allows new approaches. [resumo fornecido pelo autor]