‘As’ fósseis falam: Lucy e Luzia em uma sequência didática alternativa para o ensino de História no 6º ano do Ensino Fundamental

Abstract

This essay presents the work developed during the master’s degree research with 6th grade classes of the Elementary School. Its objective is to answer an awkward and appellant question commonly made by female students during History classes: “Mr. Silva, why does History only talk about men?”. Hence, it was made a brief analysis of the Brazilian educational legislation taking into consideration the “Parâmetros Curriculares Nacionais do Ensino Fundamental (PCN/1997)” and the “Base Nacional Comum Curricular (BNCC/2017)”. This documental analysis was used to point out the silence about the gender question on BNCC and indicate precedents on the document that can make possible an approach due to the gender thematic. The bibliographical reflection about the feminine epistemology and the gender category seek men’s universal character in History and the erasure of women on the process. This way, we bring to the theorical debate the contributions of Gerda Lerner that claims that the patriarchy, as an historical and ideological creation, made invisible and silenced women in History. We tried to demonstrate the female engagement and the importance of women as leaders in the historical process and notice the implications of this generalization as History is being written and taught. As for the didactic and pedagogical fundamentals of the final product, it was established dialogues between historical regime concepts, with the decolonial thoughts of time and class elaboration as a handmade teaching process. The result of this research was the elaboration and development in the classroom of a problematizing didactic sequence, using feminist epistemology, notedly, the concept of gender category, as a proposition in order to help History teachers, on the pedagogical practice of History teaching, in the classroom, for 6th graders of the Elementary School.