This research, currently being conducted at Profhistoria of UERN in Mossoró, sheds light on the complex relationship between politics, culture, and sport in the Mataderos neighborhood, located on the outskirts of Buenos Aires. Focused on Club Atlético Nueva Chicago and its intrinsic connection to the neighborhood, the study explores the working-class struggle identity in Mataderos, the neighborhood's relationship with Peronism, and its representation through the Nueva Chicago football club. The study begins with an analysis of Mataderos's origins, traditionally an area of slaughterhouses, before exploring the construction of the working-class struggle identity, examining elements such as the Creole Museum of Corrales, the formation of the Los Perales housing complex, and the local working class. The research also addresses the neighborhood's relationship with Peronism and the dispute over nomenclature in some places, demonstrating how the Peronist political-cultural tradition was built in the neighborhood and how it impacted Club Atlético Nueva Chicago. The work proposes a perspective to understand how sport and politics can interact in specific sociopolitical contexts, using the case of Nueva Chicago and Mataderos as a case study. The goal is to comprehend how the Nueva Chicago fanbase politically manifested alongside Peronism during the Military Dictatorship. This includes answering questions such as: How is this manifestation rooted in the complex intersection of politics, culture, and sport? What are the aspects of the historical, political, cultural, and economic formation of Mataderos that led to the construction of Club Atlético Nueva Chicago and its deep connection with the neighborhood? How is it possible to revisit and problematize the historical context of the Nueva Chicago fanbase's manifestation in 1981, using information from journals, television stories, and eyewitness accounts? And, finally, how was the Peronist political-cultural tradition built in Club Nueva Chicago, and what historical elements were crucial for this construction? The complexity of these questions points to challenges in understanding how sport and politics can interact in specific sociopolitical contexts. At the same time, this complexity and inherent challenges offer a rich opportunity to explore the multifaceted intersection between politics, culture, and sport in Argentina. This research, therefore, not only sheds light on historical and contemporary aspects of Argentine society but also contributes to a broader understanding of how cultural and political elements intertwine and influence each other in a constantly evolving social dynamic.

This work analyzes a pedagogical project carried out in the first semester of 2023 with high school students in Catolé do Rocha, Paraíba, in the elective course "My School Has History: The Northeast by the Students". The objective was to develop didactic sequences for history classes to be disseminated in municipal and state public schools. The research involved 20 students in activities such as mapping historical consciousness, visiting historical buildings, analyzing sources, using photographs, and discussing the documentary "Praça de Guerra". The methodology was based on the Problematization Methodology and the Maguerez Arch, promoting active and reflective learning. Grounded in Jörn Rüsen's theory of historical consciousness, the study connects historical learning to the students' reality. The final product, "Didactic Sequences for Local History in Catolé do Rocha", will be distributed free of charge, aiming to enrich the teaching of local history and develop critical skills for civic education.

The present essay seeks to analyze and discuss the applicability of an anti-racist heritage visitation guide aimed at the Historic Center of the city of Aracati – Ceará, which was listed by IPHAN in 2001. This guide focuses on the history and influence of the Black population in colonial Aracati, emphasizing data that reinforce the presence of Black individuals in local history. To this end, a theoretical-methodological intervention is presented that aims to promote Anti-Racist Education, with an emphasis on Anti-Black Racism. Regarding the methodological aspects, the research development involves examining responses collected from online questionnaires completed by 9th-grade students. These questionnaires are related to the themes of Cultural Heritage and Education for Ethnic-Racial Relations. The collected data is connected to the methodologies of Heritage Education and Local History. Therefore, based on authors such as Alberti (2013), Conceição (2023), Fernandes, A. (2012), Florência (2015), Gomes (2007), Lopes (2014), Macedo (2017), Nunes and Luz (2022), and Rüsen (2010), the objective is to discuss how the Historic Center of Aracati can be utilized as an educational and anti-racist heritage site. Thus, by paving the way for a more critical approach to History teaching, this contributes to the construction of a more egalitarian and less discriminatory society.

This research aimed to analyze rock engravings as a methodological resource conducive to fostering pedagogical experiences that promote the construction of historical knowledge and an understanding of who inhabited the Jaguaribe Valley region in the state of Ceara, Brazil. The study was developed based on a preliminary survey of bibliographic references of an archaeological nature and the field of History Teaching. The theoretical framework that guided the reading of this bibliography and the development of the didactic proposal was the perspective of a New Heritage Education (GIL, 2020; SCIFONI, 2017; BARCELOS, 2016). ln line with this theoretical perspective, the teaching situations executed and the didactic sequence developed from them followed the approach of active methodologies based on research (OLIVEIRA, M. 2017; SILVA, 2021). The results indicated that the initial experiences with the use of rock engravings as a didactic tool in teaching the history of the indigenous peoples of the Jaguaribe Valley proved promising, promoting active and critical learning about cultural heritage, identity, and diversity. By integrating heritage education, history teaching, and archaeology, this interdisciplinary approach has the potential to develop cognitive and interpretative skills in students, aligned with the competencies outlined in the BNCC for Human Sciences. However, the preliminary results demonstrate that this proposal requires further studies for its effective implementation and dissemination in the educational context.

Heritage Education consists of training processes that focus on cultural heritage, socially appropriated as a resource for the socio-historical understanding of cultural references. This dissertation aims to analyze the relationship between History Teaching and Heritage Education, emphasizing the city of Mossoró/RN, thus seeking to understand how both can contribute to the historical awareness of students, from the moment they come to be seen as historical agents of their time through the questioning of places of memory and consequently promote the development of students' autonomy within this teaching-learning process. The theoretical foundation of this work is based on the contributions of Le Goff (2013), Certeau (2002), Freire (2004), Horta (1999), Barros (2013), Cerri (2011) among others. It points out some fundamental concepts for the areas of Heritage Education and History Teaching, such as: Heritage, Memory, Local History, Places of Memory and Historical Awareness. From this, the importance that these places have and their respective potentialities when worked by the teacher throughout their teaching practices is addressed in order to contribute to the promotion of critical citizenship training, as guided by the National Common Curricular Base (BNCC). The work consists of four chapters. The first of them deals with Heritage Education and its integration with school knowledge, analyzing memory as an object of History Teaching for the construction of a critical awareness on the part of students. The second chapter emphasizes local history as a strategy for Teaching History in the construction of identities, problematizing the construction of narratives of the local history of Mossoró from the Mossoroense Collection, creation of monuments and datesfor the city. The third chapter seeks to present a little of the history of Mossoró from these constructed narratives and which continue to be recalled and exalted annually by residents and managers. In turn, the fourth chapter of this dissertation presents a proposal for a pedagogical product that can be developed and consequently used by teachers, students and visitors to the city. A booklet that presents the main places of memory in the city, pointing out their respective historical events addressed, providing guided tours with a better orientation, in order to provide moments of problematization about these spaces and narratives present in each one of them. It is believed that working with themes, which are often discussed only in academic environments, with students from the basic network in an adapted and contextualized way, and may even provide these moments in other teaching environments, in addition to the traditional classroom, such as example, in existing places of memory in the city, enable a decrease in the distance between these spaces, resulting in a rapprochement between basic education and the university, in addition to contributing to the formation of critical awareness through the problematization of narratives that are present in several spaces, responsible for the construction of a local identity.

Young James E. Shapiro, only 23 years old, joins a group of volunteers and comes to live in
Brazil for two years between 1968 and 1970. He leaves New York, his comfortable apartment in
front of Central Park and comes to interior of Rio Grande do Norte, to the quiet town of
Upanema, which in this period did not offer either electricity or piped water to its residents.
What made you decide to take this journey? How was your life during those two years in
Upanema? What legacy did you leave? Did your worldview change after returning to the US? In
this work we intend to tell a story that became known in Upanema as Jaime Americano and his
experience not only in the city but also before and after that period in our country. Jaime was
part of a social project called Peace Corps that sent young volunteers all over the world
Upanema ended up receiving one of these volunteers. The intention is to narrate the events of
Jaime's life and the History of Upanema in this period.

El objeto de nuestra investigación es parte de la discusión y reflexión sobre el potencial de la música brega en el proceso de comprensión histórica de la Dictadura Militar en Brasil, a partir de las motivaciones utilizadas para aplicar la censura a algunas composiciones. La censura estaba ligada a cuestiones de costumbres y valores, lo cual es obsceno, en suma, además de relegado a la moral; y también había una mirada crítica para las ideas consideradas tendenciosas. Nuestro problema era entender cómo las formas de “represión” también estaban presentes a través del prejuicio, la exclusión social, el paro denunciado en el repertorio “brega”. Nuestro principal objetivo fue comprender y utilizar la música brega como instrumento metodológico para la construcción del conocimiento histórico, contribuyendo a la reformulación de una mirada crítica de la época. Entendemos, por tanto, que la música es objeto de reflexión para analizar aspectos de nuestra sociedad, ya sean políticos, económicos o sociales. Como metodología, seguimos los siguientes pasos: recorrido teórico, discutiendo aspectos de negacionismo y revisionismo, análisis de documentos oficiales de la “Censura” y destacamos como momento crucial el proceso en el que utilizamos la estrategia de investigación-acción Tripp (2005 ), Thiollent (2011) y el “clasetaller” de Barça (1999; 2006). Dialogamos, en particular, con los siguientes teóricos: Araújo (2003), Napolitano (2002; 2019), Rüsen (2001; 2010), Pinsky (2021), Silva (2017; 2021). La experiencia en las clases, a través del uso de la música "brega" como recurso didáctico, contribuyó significativamente a los debates y al proceso de elaboración de conceptos, significados y comprensión de hechos históricos. Y el papel del historiador es precisamente estimular en los estudiantes la capacidad de pensar, debatir y construir - a través de la música, las fuentes y la bibliografía - una conciencia crítica y política. Finalmente, esperamos contribuir con el trabajo que aquí se propone en la expansión del conocimiento sobre el período dictatorial, además de dar mayor visibilidad e importancia a temas poco estudiados, como el caso de la combinación de música “brega” y enseñanza de la historia. Y desde metodologías activas, fomentar el protagonismo de los estudiantes, desarrollando la autonomía de los estudiantes en el proceso de construcción del conocimiento histórico.

ABSTRACT
This research proposes to discuss the productions of the company Brasil Paralelo referring to the Civil-Military Dictatorship (1964-1985). Through the analysis of these productions, it was intended to understand how the construction of their narratives takes place in relation to the indicated period, and what are the economic, political and symbolic interests behind them. For this, the theoretical debate around revisionism was undertaken, understood here as the arbitrary manipulation of historical sources with the objective of building a hegemonic narrative linked to a political project and the memory of specific groups, mainly conservatives. The booklet Entre Mitos e Verdades and the documentary 1964 – O Brasil Entre Armas e Livros, both from Brasil Paralelo, were used as sources. It was analyzed how these sources were operationalized for the construction of the narrative to, from there, assess the possible differences between this historiographical work and the method of History as a science. In the end, it was found that the narrative of Brasil Paralelo despises the historical method and the knowledge accumulated by this discipline, demonizing teachers and seeking to replace them in schools and universities. To deal with this, a didactic project was proposed, which would teach students the bases of historical research in order to inhibit the propagation of revisionist narratives in the school environment.

The present research deals of the relationship between the Teaching of History and the Teaching of Ethnic-racial relations through the narratives present in the Jaguaribano Museum, since the same is understood as a privileged space memory, portraying in part of its collection, the trajectory of black enslaved in the municipality of Aracati. It is known that the museum is a space for learning in the teaching of history, seeking to reflect the teaching of these relationships through narratives presents at the Jaguaribano Museum. The city Aracati was an important cultural, economic and political center during the colonial period, whose glorious past is preserved for this day in the memories of the mentioned museum. Taking into account the relationship between school and museum, This research seeks to understand the educational importance of the museum as a part of the process of human formation, taking into account how variety possibilities of learning with regard to teaching of ethnic-racial relations through the narratives present in the Jaguaribano Museum on enslaved blacks, having as a research space the Beni Carvalho High School located in the city of Aracati/Ce. This is a study based on the Oral History Methodology (interviews with teachers, students and employees of the Jaguaribano Museum), the use of documents, such as: Log book, photographs, statute and guidelines of the Institute of Jaguaribano Museum, as well as articles, books and dissertations about topic to be researched. The Research settles its scientific and academic relevance as it seeks to scrutinize the narratives present in the museum, scrutinize how narratives present in the museum, taking into account how the enslaved blacks within the museum narrative. Along to this analysis, a didactic product was created, a Visiting Guide to the Museum, an Activities Guide and a Manual of guidelines that enhance the pedagogical possibilities of a visit to it, in order to promote about the temporalities and spatialities existing in their exhibitions. End of this dissertation, it is expected to contribute to an anti-racist education, Promoting the construction of citizenship and democracy, helping in the deconstruction of prejudice in the school space.

The study of local history is configured as an important instrument for historical learning, helping and stimulating the development of the awareness of students as local citizens. As a teacher in the basic education network, I noticed challenges regarding the local theme, mainly involving the scarcity of teaching materials for teaching and student use. In this sense, thinking about contributing to a more meaningful, human and intelligible history teaching, the present research intends to answer the following problem: how to use the newspaper O Jaguaribe to teach local history in the classroom? Thus, the main objective of this dissertation is to reflect on the didactic uses of the newspaper O Jaguaribe, thinking about local history from this journalistic source produced in Aracati in the mid-1930s. I structured this dissertation in three parts. In the first chapter, I reflect on the instrumentalization of historical sources and local history in the school domain. Therefore, I approach the newspaper O Jaguaribe from a history teaching perspective, dealing with its didactic potential. In the second chapter, I aim to historicize the newspaper O Jaguaribe. Briefly sketching the history of the press in Ceará and Aracati, I deal with the historical context in which the weekly Aracati appeared, in order to elucidate its place of production. In the third chapter, I present the Didactic Guide to Local History in the pages of the newspaper O Jaguaribe, developed from my reflections during the writing process, proposing a material that considers the various aspects of the investigated Aracatiense newspaper, containing discussions that cover the place , regionally and nationally, serving as support for high school teachers and students.