O Patrimônio cultural Pernambucano nos livros didáticos de história regional : tecendo a formação histórica nos anos iniciais da educação básica

Abstract

This work was generally analyze the ways in which history books, Pernambuco organize and interpret, historical and pedagogical, content regarding the status of Cultural Heritage. To achieve the proposed objective follow some questions: (i) What are the aspects that we take into account the historical source for conjecture profile that have the history books, in this case, regional textbooks? (ii) What is the role played by cultural heritage in regional textbooks?; (iii) As the regional textbook organizes their teaching strategies and historical perspectives to support the teaching work with the Cultural Heritage in history classes?; (iv) the pedagogical approach of the work contributes to the development of historical knowledge related to cultural heritage as living space and seized daily?; (v) As the works foster notions of identity and memory in working with the Cultural Heritage status?. To answer these questions we analyzed seven textbooks on all the publications present in Guides Textbook since the inclusion of this type of work in the publication (2004, 2007, 2010, 2012). Systematize the contributions of CHOPPIN (2004) and FREITAS (2009) to think the textbook and the regional textbook, CHOAY (2004), CHARTIER (1991) and FONSECA (2009) in the construction of Cultural Heritage notions of representation, and COOPER (2012), CAINELLI (2006), and CAIMI and OLIVEIRA (2014; 2013) and CAIMI (2010) to discuss the demands of teaching regional history/location. Before the investigative projects carried out here, it was possible to understand that regional textbooks, mostly present the Pernambuco State Cultural Heritage as a symbolic creation, inherent human historical production, while it was present at different times of the didactic narrative. We also analyzed that pedagogical approach calls for the informative content about the heritage, while that discredits the character of questioning offered by the object under study.