Educar para resistir: história local, memória e videocast no processo de (re)significação, “Bairro Xique-Xique”, Poço Verde, Sergipe

Abstract

This study proposes an approach to History teaching centered on Local History, focusingonthe Xique-Xique neighborhood in Poço Verde (SE), aiming to value the memories andlivedexperiences of its residents. The project opposes hegemonic narratives by givingvoicetohistorically marginalized subjects and promoting new interpretations of the neighborhood,which is often stigmatized as peripheral and violent. Through interviews and analysis of oralnarratives, memories of resistance and affection are revealed, constituting a legitimatehistorical and social heritage. The research was conducted with a 9th-grade classofElementary School, composed of twenty students aged between 14 and 15, prioritizingtheaffective bond between the students and the school. The general objective of the studywastounderstand the formation of the neighborhood through local lived memories, promotingtheproduction of new historical knowledge by the students themselves. To this end, specificobjectives were established, such as investigating the neighborhood’s occupation process, thesocial marginalization it faced, identifying residents’ memories, and producing a videocasttogether with the students based on the conducted interviews. The adopted methodologywasqualitative, based on participatory action research and the use of Oral History. Studentsactively participated in all stages, from planning to conducting interviews and analyzingthenarratives. The production of the videocast aimed to democratize access tohistoricalknowledge, framing the project within the perspectives of Public History and Local History.The theoretical framework included authors such as Bittencourt (2008), Barros (2009), LeGoff (1996), Hall (2006), Candau (2023), Pollak (1992), and Jörn Rüsen (2006), as well asdialogue with academic dissertations from the ProfHistória program. This studyalsoemphasizes the importance of constructing counter-hegemonic and affectivelyengagednarratives, valuing the memories and experiences of the urban periphery. The proposal seeksto contribute to the development of students’ historical consciousness by connectingtheneighborhood's history with broader identity and social issues.