Práticas educativas e escrevivências: um diálogo entre a experiência do ensino de História e a ONHB no IFPB-CG (2010 – 2021).

Abstract

This dissertation aims to problematize the process of implantation, development, and appropriation of the National Olympics in History of Brazil (ONHB) at the Federal Institute of Paraíba Campus Campina Grande (IFPB-CG) and its possible approximations with the proposal of Teaching History offered on campus. The time frame studied takes place between the years 2010 and 2021. It is a History of the Present Time, focusing on History Teaching and a dialogue with Cultural History. As a methodological approach, a Writing the Self based on Michel Foucault and on the concept of “writing” by Conceição Evaristo was considered, working with how the daily life of the classroom marks our experience as a History teacher. The sources problematized during the elaboration of the text were the regulation of the ONHB, the proposal of teaching history of the IFPB-CG from the Pedagogical Plans of the integrated technical courses, the interviews carried out with teachers and students participating in the Olympiad, a questionnaire applied with 50 Olympic students, photographs about the IFPB-CG and participation in ONHB editions. The concepts that dialogue with the writing of the text are based on the idea of experience of Jorge Larrosa, on the concept of space practiced by Michel de Certeau, on the curriculum based on the writings of Tomas Tadeu e Silva, and on Teaching History with Durval Muniz de Albuquerque Junior. As a result of the analysis, it could be seen that, by approaching the methodologies of the ONHB to the teaching of History developed in the daily life of the classroom, the students demonstrated a better understanding of historical learning, being able to articulate their daily reality with the concepts worked, which contributed to the construction of a structure of historical thinking in which students start to act as historical subjects more aware of the social place they occupy, through the presentation of ideas, questioning places and building a path to citizenship. In this way, the possible approximation between the ONHB and the proposal of History Teaching at the IFPB-CG can occur, but changes are necessary, at an institutional level, both in the way of understanding the Olympiad itself and in the teaching proposal on campus.