Memórias, cantorias e hologramas: o Reisado de Japaratuba no ensino de História sob a perspectiva da tecnologia social de educação inclusiva

Abstract

The municipality of Japaratuba, in the eastern region of the state of Sergipe, is the birthplace of immense cultural richness, especially through its popular manifestations. Among them, Reisado holds a prominent place, captivating generations with its groups, dances, music, and stories. With four groups currently active (Reisado Baile Estrela de Dona Bizu, Reisado de São José, Reisado da Missão, and Reisado Encanto das Fitas), the tradition remains alive, although marked by a fragmented history, with few records and limited support to ensure its continuity. This work emerges from the desire to document, value, and reinvent the ways in which Reisado is perceived and experienced, particularly among young people. The proposal goes beyond observation and description; it invites students from the Centro de Excelência Senador Gonçalo Rollemberg to become researchers of their own culture. Through interviews with both current and former performers, students immerse themselves in stories that often exist only in memory and oral tradition. These narratives, filled with emotion, ancestry, and popular wisdom, serve as the foundation for the creation of 3D animations displayed in holographic boxes – an open educational resource developed using digital social technology based on recycled materials and free generative AI tools. More than a simple technological innovation, the holographic box becomes a living bridge between what has been inherited and what can still be created. It gently weaves together the strength of cultural traditions with the languages of our time, demonstrating that tradition and modernity do not need to be opposed – they can move forward together. By giving form and color to the stories of our people, the research transforms the classroom into a space where the teaching of History gains scent, sound, faces, and emotion. It values the ground students stand on, fosters a sense of belonging, and opens pathways for diverse ways of learning and expression to be recognized and heard. In addition, the holographic box proves to be an ally for inclusion by welcoming children and young people with ADHD, offering more playful, engaging, and supportive experiences that respect their pace and ways of learning. It is technology with purpose; care transformed into a pedagogical tool. Grounded in listening and lived experience, this research follows the paths of ethnographic methodology. More than meeting methodological requirements, however, it arises from the genuine desire to make the school a place of memory, affection, and resistance. Preserving Reisado is not only about sustaining a cultural manifestation; it is about remembering every day who we are, where we come from, and why our stories deserve to be told.