Banca de DEFESA: GLENDA MARIA BASTOS FELIX

PERCEPTIONS ON THE HISTORY CURRICULUM BASED ON THE PRESENCE OF ARCHEOLOGY: DIALOGUES ABOUT PEOPLE, EDUCATION AND PUBLIC ARCHEOLOGY

Archeology; History Teaching; Heritage Education, Public Archaeology.

The most remote past of humanity can be analyzed from multiple perspectives, depending on which science the dialogue is being constructed, so this dissertation will be analyzed from the perspective of archeology in conjunction with history. The objective of this work is to discuss the approaches and themes sensitive to archeology presented in the Base Nacional Comum Curricular (BNCC) of History for the final years of Elementary School (6th to 9th grade) proposing ways of using the materiality of the Technical Reserve of Archeology of UNIR (RTDARQ) as a link between formal education and archaeology. For this, Funari's theoretical contribution was used to discuss Public Archeology and Heritage Education as methodologies to bring formal education closer to archaeological knowledge, through interdisciplinary activities in schools, visits to archaeological sites, as well as visits to the physical collection of RTDARQ. In addition to the perspective of History Teaching present in the works of Circe Bittencourt, in addition to the theoretical contribution on education present in Libâneo. It was then observed that the BNCC distances itself from the direct approach to archaeological themes. The term “archaeology” and the like does not appear directly in the curriculum, featuring an explicit setback for these issues, leaving it up to the editors of didactic materials to discuss these matters indirectly in the skills of the Base. Amazonian Archeology is still treated superficially in textbooks, taking into account that there is no skill that focuses on talking about the past of indigenous societies in the Amazon, taking into account the most varied characteristics that contemplate them.