CAMINHOS HISTÓRICOS: A APROPRIAÇÃO DO PASSADO E PRÁTICAS NARRATIVAS NO ENSINO FUNDAMENTAL

This article aims to analyze the appropriation (SMOLKA, 2000) of the knowledgetraced in the classroom by students in the 1st grade and the 7th, 8th, and 9th grades, so thatthey can establish connections with their existential orientation and everyday practiceaccording to the concept of historical literacy (DE LIMA; KOCHHANN, 2023) mediated byhistorical literacy (LEE, 2006). To this end, two pedagogical proposals were analyzed,developed by undergraduate students in History and participants in a teacher trainingprogram. The work has a qualitative approach and used participant observation as amethodological instrument. The analyzed activities took place during classes of the DiversifiedWork Group (GTD) course in an application school in the state of Minas Gerais. The classeswere taught by two trainee teachers on the following themes: “Egyptian Mythology: a journeythrough the mysteries of Ancient Egypt” and “Between Life and Death: Narratives of WorldWar II.” In this sense, the aim is not to exhaust the discussion or propose universal solutionsfor teaching History in different educational contexts but to reflect on the role of imagination,the active participation of students, and the construction of links between the past andpresent, in order to promote citizenship education and the development of critical thinkingamong elementary school students.