Patrimônio, didática da história e aula de campo no Centro Histórico de Pirenópolis-Goiás: uma proposta para a educação básica

Abstract

This study aims to investigate the potential of the historical center of Pirenópolis, Goiás, as an educational resource for teaching Regional History through field classes and the creation of a specific didactic approach that can promote the development of historical consciousness. The city is globally recognized for hosting the cradle of Goiás culture with its traditions dating back to the 19th century, including the famous "cavalhadas" and the first newspaper of the State of Goiás – Matutina Meiapontense. Designated as a heritage site in 1985, the city offers didactic possibilities for interpreting the past through its preserved colonial heritage. The use of History didactics becomes important in the process of constructing a methodology capable of integrating cultural heritage into history teaching in various locations. The research references the works of Helena Pinto, based on her experiences in Guimarães, Portugal, and the German scholar Jörn Rüsen, who discusses History didactics and the development of historical consciousness. The BNCC, the PCNs, and the Expanded DC-GO of the State of Goiás were essential for the development of this research. Drawing from the practices of other times in the same space, a historical route was developed for students of basic education in a public school in Anápolis. The methodological process included historical classes and workshop classes, which prepared the students for the field class. During the historical class, concepts about Heritage Education were discussed. The research presents a theoretical discussion about the use of heritage and its contribution to history teaching, which takes place in field classes within the area designated by IPHAN, without neglecting to emphasize the silenced voices such as indigenous and black people who suffered from the geographical occupation by "bandeirantes" during the gold exploration in Goiás. From this perspective, it presents a theoretical discussion that relates field classes as a methodology for teaching the history of Goiás using the city of Pirenópolis to develop a critical construction through contact with historical heritage, without simply accepting the officially established narratives, thereby promoting student agency through a history education that can enhance and develop students' critical capacity about the history of their state. The research advocates for innovative practices in history education through field classes, as a form of resistance to the traditional teaching that perpetuates in Brazilian schools. Finally, it introduces a pedagogical notebook titled "Trieiro," which includes, in addition to the route in the historical center and the points to be visited, the proposal for creating workshops on heritage and education through experience, as well as important pedagogical guidelines for the development of a safe and enjoyable field class designed for the final years of elementary and secondary education, when teaching the History of Goiás.