Nas fronteiras do ensino de história: a delimitação e formação da fronteira franco-brasileira em sala de aula

Abstract

This study encompasses and makes connections with two of the fastest growing fields of scientific research today, which are: border studies and History Teaching. These are complex fields of study that have similarities, as both involve research with state political agents and with various historical and social subjects. The border between Brazil (Amapá) and France (French Guiana) – commonly known as the Franco-Brazilian border – was formed historically at the same time as conflicts occurred over its delimitation. Since the times of the great navigations, the region between the Oiapoque and Araguari rivers attracted various subjects whose objectives were to find wealth and exploit it in order to accumulate capital and annex the region to their territorial domains; when it reaches the classroom, this object of knowledge is limited to the delimitation process, whose bias is political, and is not contextualized with the process of formation carried out by the historical/social subjects who used the border strategically for their survival. Thus, the study aims to understand and describe the social relations of historical subjects such as Brazilians, French, gold miners, soldiers, religious people, indigenous people and mocambeiro who contributed to the formation and delimitation of the border between Brazil (Amapá) and France (French Guiana), as well as to produce and present a Didactic Dictionary of History of Amapá that covers the theme for teachers and students of Elementary School – Final Years (6th to 8th grade). The systematic procedures adopted in the study aimed to describe and explain particular data towards a generality. Thus, the method used in the research was inductive. In this sense, Local History stands out as fundamental and as a pedagogical strategy in the construction of critical, reflective and historical thinking and the plurality of knowledge defended by the Laws of Guidelines and Base of Education and the National Common Curricular Base. As a methodology, the study was divided: 1st) bibliographic research; 2nd) documentary survey and analysis; 3) field research, which was divided into two parts, namely: observation of some History professionals in the classroom; and application of a questionnaire with objective and subjective questions; and 4) application of the educational product in a teacher training course and class. The suggested material was produced in such a way that it could include knowledge about various social groups in schools, being a systematic support material for the presentation of Local History during History classes.