HISTORICAL OBJECTS IN THE PRODUCTION OF HISTORICAL AND EDUCATIONAL KNOWLEDGE WITH CHILDREN: SOME POSSIBILITIES

ENTRECRUZANDO EXPERIÊNCIAS E MEMÓRIAS

Abstract

In this article, we share a unique educational experience built on the master's program... da .... Based on an activity developed with children in the 4th year of Elementary School I in a municipal school, located in the city of ... The theoretical-methodological contributions of this training activity were based on the dialogue between the subjects – students – and the object – museological artifact – in the intersection of times and spaces. For this purpose, we set in motion a dialogue exercise between children and historical objects, in order to stimulate practices of remembrance, based on their lived experiences. From the narratives produced by the students, we compose monads, the methodological theoretical contribution of the philosopher Walter Benjamin. Such actions were promoted as readings against the grain of the hegemonic narratives of local history and allowed a (re)approximation of the object based on the lived experiences of the children. In the experiences with historical objects, we noticed the presence of family traditions and the children highlighted the importance of collective and affective social relationships for them. These lived experiences leave marks and in the remembrance, the children were able to (re) elaborate new meanings. In this way, other narratives, stories and memories of local history came to light, in addition to the pluralization of meanings, including those related to temporality.