Ensinar e aprender a história da ditadura civil-militar de 1964 : as narrativas de adolescentes-jovens no sertão alagoano

Abstract

This research aimed to investigate the historical narratives of adolescents and young people about the military dictatorship in the educational space of a high school class in a public school in the backlands of Alagoas. The present time of the political-social moment of tensions, ruptures and deep losses that we experience in the heart of Brazilian society, in which several groups linked to different ideological tendencies dispute the present, is also a stage of dispute of the past. These discursive disputes on the political plane, which unfailingly unfold in acts and banners of social positioning in front of the construction of narratives about the recent and traumatic past, namely, the Brazilian dictatorship, are configured in what historiography aptly calls sensitive subjects. However, there is an incisive trend propagated by the various media and discursive practices that aim to soften, reduce and sometimes erase the marks and traumas that torture and human rights violations that the repression of 21 years of dictatorship caused. These political narratives reverberated in contemporary times provide a reflection on the epistemological and historical construction of these discourses, especially on their legitimacy in the face of the vast and consolidated debate of history experts about the dictatorship, which in turn also requires a reflection on the teaching of history on this topic. One of the problems that gave rise to the writing of this dissertation was, among other points, how these debates reach the school benches of basic education? Are the students in the third year of high school aware of these facts? Can these students visualize these disputes over the past in the present time? What conceptions of civil-military dictatorship circulate in their narratives? Weighted by Jörn Rüsen's concept of historical consciousness concept, this work sought to examine the uses and non-uses of history in the practical life of students from the public Alagoan sertaneja network. Based on the historical narratives of these subjects, we examine the school culture existing in their discourses, traversing the ways of teaching and learning the history of the civil-military dictatorship, in an attempt to point out what sense these sensitive themes have been reaching among the new generations of Brazilian citizens. From the instrumental history of Rüsen, from a perspective of history teaching that offers elements of support to read, analyze and interpret the world; understanding the classroom as a space of struggles in search of a more just, democratic and emancipatory society.