Diálogos entre a História Local e o Ensino Fundamental 2º segmento: propostas de inserção curricular em Casimiro de Abreu/RJ

Abstract

This research presents an analysis about the importance and the challenges of insertion of local and regional themes in the teaching-learning process in History throughout the Middle School, believing that these help and stimulate the historical learning and the development of the student's consciousness, while local citizen. In view of the fact that the use of local themes is necessary during the final years Middle School, in a continuous process, not of rupture, and not only as an orientation and prescribed for the initial years of Elementary Education, we structure our research under the understanding that the student's experience and relationship with the locality is necessary in the course of the entire educational process. Therefore, we present some criticisms and positions regarding the official curricular documents, especially the recent approval of the National Curricular Common Base - BNCC, considering its normative and homogenizing character of the Brazilian curriculum, a conception that, in the angle of our research, and stifles local jobs and perspectives. Based on the dialogue with authors from the fields of education, history teaching and curriculum theories, this essay used as a reference the case study of the municipality of Casimiro de Abreu / RJ, where the author resides and teaches. Having as a paradigm, we developed a balance on the current curricular structure, the existing didactic materials of History for the Elementary School and the challenges and mishaps in front of the proposal defended in this research. Thus, as a result of the analyzes contained, a product was developed that aims to offer the teacher of the Middle School segment of the municipal network a didactic support for the teaching of History and the possible dialogues with the local themes.