"Moradas Novas": reelaborações da história a partir de experiências do vivido

• Ano de defesa: 2024
• Autor(a) principal: Borges, Mariane Mundim
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Uberlândia; Brasil; Programa de Pós-graduação em Ensino de História (ProfHistória)
• Palavras-chave em Português: ensino de história; history teaching; produção de conhecimentos histórico-educacionais; production of historical-educational knowledge; memória e identidade; memory and identity; periferia; periphery; narrativas; narratives; CNPQ::CIENCIAS HUMANAS; História; ODS::ODS 4. Educação de qualidade - Assegurar a educação inclusiva, e equitativa e de qualidade, e promover oportunidades de aprendizagem ao longo da vida para todos.
• Link de acesso: https://repositorio.ufu.br/handle/123456789/44302; http://doi.org/10.14393/ufu.di.2024.336

The present work reflects on History Education with the primary objective of collectively, horizontally, and dialogically constructing historical-educational knowledge about the Mirada Nova neighborhood, an urban neighborhood in the Miraporanga district of Uberlândia. Mobilizing memory practices and sensitivities in history teaching, it engages with the experiences of individuals who consider the neighborhood an important space for various forms of socialization. The research is grounded in authors who understand the production of historical knowledge from a broad perspective, regarding both the environments and supports for the development of sensitivities, as well asthe mobilization of rational and sensitive dimensions of individuals in formation. The theoreticalmethodological framework is composed of researchers in the field of history education, interacting with different areas of knowledge, especially Education and Philosophy. From this framework, an educational experience structured in thematic didactic workshops was developed, through which students were able to create narratives in different languages. The narratives of the students and those of the teacher-researcher of this project entered into dialogue in the weaving of the final research text, which takes on the perspective of narrative investigation of teaching practice itself, reflecting on the challenges and potentialities of History Education, particularly in interaction with the city, especially when dealing with a peripheral location.