Uma sequência didática para a Revolta Tenentista de Sergipe em 1924

Abstract

The teaching of History in Sergipe still presents significant gaps, especially regarding the inclusion of local history in Basic Education. Although the BNCC (National Common Curricular Base) and the Sergipe Curriculum establish general guidelines, many students complete their education without effective contact with fundamental themes of the state‘s trajectory. This absence of specific content, reinforced by curricular flexibility and the lack of teacher training in regional history, has limited the development of critical historical consciousness. In this context, the research focuses on the analysis of the 1924 Tenentist Revolt in Sergipe, using historical sources such as newspapers and photographs to foster students‘ sense of belonging and their ability to interpret the past in dialogue with present challenges. Grounded in Jörn Rüsen‘s (1997) theoretical framework and engaging with authors such as Karl Marx (2008), Eric Hobsbawm (2011), Pierre Bourdieu (2013), Clifford Geertz (2013) and Peter Burke (2005), this study emphasizes the importance of historical consciousness and interdisciplinarity in strengthening history education and overcoming social exclusion in Brazil.