Muito mais que uma tarde em Itapuã: escrita poética, aprendizagem histórica e ensino médio, Colégio Estadual Rotary, Itapuã, Salvador, Bahia, 2018-2023

Abstract

This research, conducted between 2018 and 2023 at Colégio Estadual Rotary (Itapuã, Salvador, Bahia, Northeastern Brazil), investigates the potential of poetic writing as a pedagogical tool for teaching History in secondary education. Based on an exploratory and qualitative approach (Minayo, 2001), the study articulates theoretical frameworks that engage with identity construction, historical consciousness, and student protagonism. Paul Ricoeur (2010) provides the foundation for the relationship between narrative, memory, and identity; Jörn Rüsen (2001) offers contributions on the operationalization of historical consciousness in learning; Michel de Certeau (1998) links historical writing to everyday practices; and Paulo Freire (1996) supports the valorization of student autonomy and meaningful learning. This theoretical corpus seeks to understand how poetry can enrich historical learning by articulating memories, narratives, and historical awareness. The analysis was based on sources such as poetic anthologies produced by students and a set of iconographic materials selected by the researcher, including photographs of the school façade, the Itapuã neighborhood, and personal documents such as a handwritten recipe from his mother’s notebook. These elements contributed to building an affective and contextualized approach to history. As a result of this research, an e-book (digital book) is proposed, featuring didactic sequences for teaching History, structured at the intersection of poetry, memory, and historical narrative, to be made available as an open educational resource (OER). The material is organized around three main axes: theory, addressing the relationship between poetic writing and history teaching, grounded in the epistemology of historical narrative; teaching practice, offering activity guides that promote poetic creation as a tool for interpreting and reconstructing historical events; and student production, providing didactic examples of how to encourage the creation of student texts that reveal connections between individual experiences, local memory, and broader historical processes. This resource also contributes to teachers' methodological repertoire and the resignification of history learning by transforming poetry into an instrument for dialogue between subjectivities and the development of historical consciousness. Thus, the research demonstrates that the use of poetic writing in History teaching aligns with contemporary demands for critical and interdisciplinary education and may become a complementary alternative to historical learning aimed at fostering critical and civic education in basic education.