Banca de DEFESA: TATIANA DE SOUZA BARBOSA

Uma banca de DEFESA de MESTRADO foi cadastrada pelo programa.
STUDENT : TATIANA DE SOUZA BARBOSA
DATE: 01/09/2026
TIME: 14:30
LOCAL: via Google Meet.
TITLE:

BETWEEN TRAILS AND WALKS: TEACHERS’ KNOWLEDGE AND THE TEACHING OF LOCAL HISTORY AT ESCOLA ESTADUAL PEREGRINO JÚNIOR – NATAL/RN.

KEY WORDS:

History Teaching. Local History. Teachers' Knowledge. Historical Walking Tour. Historical Consciousness. Heritage Education.

PAGES: 140
BIG AREA: Ciências Humanas
AREA: História
SUMMARY:

This dissertation analyzes how teachers’ knowledge is mobilized in the development of pedagogical practices aimed at teaching Local History at Escola Estadual Peregrino Júnior, located in the Northern Zone of Natal, Rio Grande do Norte, Brazil. The study is based on the understanding that Local History fosters connections between historical knowledge and students’ lived experiences, contributing to the development of historical consciousness and the appreciation of cultural heritage. The general objective of the study was to analyze how teachers’ knowledge is mobilized in the planning and implementation of practices related to the teaching of Local History. The specific objectives guiding the research were: a) to discuss the theoretical foundations related to school culture, everyday educational practices, and teachers’ knowledge, highlighting their contributions to the development of pedagogical practices focused on Local History teaching; b) to understand how Local History is incorporated into Brazilian and Rio Grande do Norte curricular policies, with emphasis on the Brazilian National Common Core Curriculum (BNCC), the Rio Grande do Norte State Curriculum, and the Advanced Learning Pathway “A Gota Serena”, identifying their possibilities and limitations for History teaching; and c) to analyze, based on the narratives of teachers from Escola Estadual Peregrino Júnior, how historical walking tours and the city contribute to the development of Local History teaching, historical consciousness, a sense of belonging, and the appreciation of cultural heritage, thereby supporting the development of the educational product. The theoretical framework draws on the contributions of Tardif (2014), Bittencourt (2008; 2021), Forquin (1993), Geertz (2011), Candau (2014), Certeau (1998), Halbwachs (1990), Nora (1993), Rüsen (2001; 2015), Miranda and Siman (2013), Sukow (2023), among other scholars. Methodologically, this is a qualitative study based on bibliographical, documentary, and empirical research, using semi-structured interviews with two teachers in the Humanities area at the institution. The data were analyzed through Content Analysis, as proposed by Bardin (2016). The findings indicate that experiential, disciplinary, and curricular knowledge is mobilized in an integrated manner in the development of pedagogical practices, with historical walking tours standing out as a strategy capable of bringing students closer to Local History, memory, and sites of memory, thereby fostering the development of historical consciousness and strengthening their sense of belonging. As an educational product, a pedagogical guide for historical walking tours focused on Local History teaching was developed to support teaching practices in Basic Education.

COMMITTEE MEMBERS:
Presidente - ***.792.324-** - KYARA MARIA DE ALMEIDA VIEIRA - UFPE
Externo à Instituição - NEDNALDO DANTAS DOS SANTOS - IFESP
Interna - ***.291.956-** - SONIA REGINA MIRANDA - UERN