Dicionário histórico-biográfico do Maranhão contemporâneo: uma ferramenta para o ensino de História na educação básica

Abstract

The History Teaching has been the subject of a series of debates that range from the mediation between academic knowledge and school knowledge to the use of sources in the classroom. Furthermore, there has been constant reflection on the methodologies to be used in order to promote significant learning on different topics in school education. On the other hand, in the legal-political sphere, History has been one of the fields of knowledge that is synonymous with struggle and resistance to the commodification of knowledge and the inflexible character of content from the elaboration and implementation of the National Common Curricular Base and other guidelines that have been implemented, especially since the 1990s. In this scenario, teaching about Local History is continually losing ground, being allocated at the diversified axis of the Base. Thus, based on this diagnosis, the main objective was to develop a Historical- Biographical Dictionary of Contemporary Maranhão (DHBMC). The development process involved, firstly, the analysis of the Curricular Component – History, both in the National Common Curricular Base (BNCC) and in local curricula – the Curricular Document of the Maranhão Territory and the Curricular Proposal for Early Childhood Education and Elementary Education of the Municipal Public School System of São Luís. The second stage of the development of the DHBMC was the historiographical discussion about Contemporary Maranhão, based on the categories of personalism and the relationship between what was crystallized as “local” and “national” in these works. The objective of the historiographical analysis was, in addition to undertaking a historiographical balance, to support the development of the entries based on the concept of didactic mediation. Finally, a survey was carried out of the themes and subjects that most frequently appeared in the didatic materials on the History of Maranhão in the contemporary period. The central hypothesis defended here is based on the interpretation that the distinction between the local/regional and the national unfolds, in the case of Maranhão, in the hierarchy of the contents taught in the classroom, that is, the perspective of centrality of the contents about and/or produced in the center-south of the country, considered as “national”, still subsists in the Teaching of History. Such an interpretation ends up promoting the distance between the historical contents and the reality experienced by the students, negatively impacting the learning process, since issues present in the daily lives of Maranhão students lose space in the face of the so-called “national contents”. In order to operationalize this hypothesis, Gramsci's elaborations on education are used as the central theoreticalmethodological axis, as well as Historical-Critical Pedagogy, based on the writings of Dermeval Saviani, in order to support the secondary hypothesis of the counter-hegemonic perspective of the educational product produced, since its structure does not align with the traditional formatting of dictionaries by presenting a hypothesis in each entry, characterizing it as a reference material simply, but as a tool that mobilizes debates in the classroom for the Teaching of Local History in connection with what has crystallized as national.