Afinal, quem sou eu? A potencialidade da história escolar na mediação de saberes e seu papel na reflexão e construção de identidades

Abstract

The present paper is a synthesis of the development of practices and their related analysis carried out with 7th and 8th graders at the municipal school Jornalista e Escritor Daniel Piza, at Costa Barros neighborhood, in the city of Rio de Janeiro, during the first semester of 2018. Such practices followed the curricular guidelines pertinent to each grade for identity discussion and reflection, focusing on the ethnic-racial and social axes. The "cartographic method" (Barros, Kastrup, 2014), which consists of monitoring processes, supported data collection and processing. The investigative research, a method suggested by Cruz, Battestin and Gigghi (2013), aimed to bring students closer to the historical content by having their local references as a starting point. Thus, the "place of frontier" in which History teaching is inserted (Monteiro; Pena, 2011) promotes dialogue, exchange and recognition of differences by using students references as a means to bring students and school history closer. Subjects such as the importance of the griots for several African societies in the 7th grade and the city of Rio de Janeiro during King John s reign (1808 - 1820) in the 8th grade served as a stimulus to research on the origin and characteristics of some neighborhoods and slums near the school. Its results assisted in the apprehension of the contents and contributed to the discussion and reflection on the identity aspects of these students, which, even though supported by law (as with the ethnic-racial subject), are still neglected or treated superficially by many teachers in Basic Education.