As festas populares do Trezenário de Santo Antônio: uma abordagem para o ensino de História no município de Sítio do Quinto/Ba

Abstract

The present study investigates the popular festivities of the Santo Antônio as an approach to teaching history in the municipality of Sítio do Quinto, Bahia. It was developed with the aim of understanding the relationship of these popular festivities within the municipality of Sítio do Quinto/BA, analyzing how this theme can be used as a methodological strategy for history teaching. Considering that the popular festivities during the period contain artistic and cultural expressions that represent the community’s traditions, which are linked to the historical process of the municipality. For this purpose, it was necessary to understand the role of this manifestation for the community, analyzing the multiple dimensions of the popular festival, focusing on geographic, cultural, social, and economic aspects. It also discusses how the dynamics of the festival occur and how these practices are organized during the period. Finally, it proposes the creation of an educational resource in the form of comic books produced by the students themselves, about the popular festivities of the Santo Antônio. The study is based on the conceptions of popular culture from Pessoa (2018) and Arantes (2012), as well as on the discussions about the popular festivities of Santo Antônio from Rangel (2004) and Eliade (1986). In addition, it dialogues with the BNCC guidelines, which emphasize the appreciation of cultural diversity in history teaching, and with municipal decrees issued during the festive period. Thus, a bibliographic research, as well as a documental and iconographic analysis, was carried out, with the data interpreted through a qualitative approach. Therefore, it was verified that the present study enables a greater understanding of the relationship between popular festivities and history teaching, contributing to the appreciation of local history through comic books created by the students themselves. This, in turn, led to the following conclusion: greater student engagement and better understanding of historical content occur when associated with local history, enriching the teaching-learning process.