Memórias e Narrativas Biográficas de Mulheres de Balsas - MA: Estratégias para o Ensino de História

Abstract

The present work aims to combat the androcentric logic that guides the teaching of history and to approach its contents from the present and the local. For this purpose, the emphasis on the History of Women with female biographical narratives as a starting point became fundamental. Observations based in the school environment showed that in elementary education, History Teaching is still marked by the primacy of the male, the past and the universal. Reflections on the scenario showed that women are secondary figures in history, textbooks and at many moments in the social environment. Therefore, giving women their rightful role - as a procedural part of history - requires recognizing and emphasizing the importance of discipline knowledge for the construction of a just, democratic and egalitarian society. It could be inferred, therefore, the relationship between these approaches and some problems that permeate pedagogical practice in the field of historical discipline. In this perspective, it was proposed to 9th grade students (males and females) of a public school in the city of Balsas – MA a production of biographies based on two methodologies: one, using the interview, the Oral History technique to write the local women life stories; and the other, through bibliographic research resulted in narratives of the trajectory of several female personalities of the region. An analysis of the production process of the narratives of women who live in the locality pointed out possibilities of approaching several themes, usually carried out from the performance of individuals distant from the reality of the students, both in time and space. In addition, exploring the discursive construction of the Self through the female students' autobiographies broadened the horizon of approaching history in the classroom. The development of this work provided a final product that consists on the elaboration of Thematic Approaches based on the executed sequences during the research process. These are proposals to use the History of Women throughout the school year and within the curriculum series. These proposals allow learning and making the knowledge of History more valuable as far as turns evident the link between the past and the present. Therefore, it could be said that the procedures performed favored historical learning and served the purposes of the discipline.