Arruando por Penedo: roteiro de aprendizagem histórica e ensino de História em Alagoas

Abstract

This dissertation stems from a classroom observation: among students in Penedo, the city is acknowledged as old, yet this oldness bears no connection to the present they inhabit — a local expression of what Hartog terms presentism (2023). In response to this diagnosis, the study aims to develop an Open Educational Resource (OER) in the form of a historical learning itinerary through the historic centre of Penedo, Alagoas, organised into six didactic sequences — one preparatory sequence conducted in the classroom and five stops within the area listed by IPHAN, the Brazilian National Historical and Artistic Heritage Institute — taking the city's heritage as a starting point for the development of historical consciousness (Rüsen, 2010) and historical literacy (Lee, 2016). The theoretical framework proceeds from Hartog's diagnosis (2023), locates its horizon in historical consciousness as temporal orientation for practical life (Rüsen, 2010), understands history teaching as historical learning, a process at once intellectual, educational and political (Cruz; Santos, 2020), and finds in Lee (2016), through second-order concepts, the methodological path by which such learning may be deliberately fostered. This is qualitative, proposition-oriented research, employing bibliographic and documentary procedures, grounded didactically in the Brazilian tradition of estudo do meio (field study) as formulated by Bittencourt (2008) and in the understanding of Penedo as an educating city (Miranda; Siman, 2013). The itinerary is articulated with the curricular component Práticas de Integração com o Território (Territory Integration Practices), with the competences and skills of the Applied Human and Social Sciences area of the BNCC, the Brazilian National Common Curricular Base (Brasil, 2018), with the Curricular Framework of the State of Alagoas (ReCAL), and with the provisions of Laws no. 10.639/2003 and no. 11.645/2008. The applications carried out with students and educators from the state, federal and municipal school systems appear in this text as teaching experience rather than as an empirical corpus, having informed the design, the sequence and the adjustments of the proposal. The product is made available under an open licence, as befits an OER: adaptable to other territories, other audiences and other school schedules.