UNDERSTANDINGS OF MEMORY AND NARRATIVE FROM A BORDERLINE SOCIAL SPACE 451 266

Authors

DOI:

https://doi.org/10.56579/verum.v2i3.623

Keywords:

Memory, Narrative, Teaching Practice, History Teaching, Teacher Training

Abstract

This article presents an analysis of the concept of narrative and its importance in educational spaces, considering its potential as a methodological tool for both teaching and research, as Benjamin (2011) pointed out, it is a craft-like form of communication. In this sense, narratives from students in Basic Education from a peri-urban neighborhood in the city of Rio Grande (Rio Grande do Sul) were used, where the construction of individual and collective memory was analyzed in the transitional space between rural and urban areas in the last two decades of the 21st century, highlighting the importance of mobilizing memory and narrative as a methodology in History teaching. We sought to grasp and reinterpret tangled and fragmented stories that spoke of places, relationships, loves, quarrels, pleasures, parties, joys, sorrows, and everyday life. Given that everyday life reveals ways of living, of subjectivity, and of how people and their groups experience a particular historical moment.

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Author Biographies

  • Rita de Cássia Grecco dos Santos, Federal University of Rio Grande

    PhD in Education, Sociologist, and Pedagogue, Associate Professor at the Institute of Education at the Federal University of Rio Grande - IE/FURG and Professor in the Graduate Program in History - PPGH-ICHI/FURG, in the Research Line of Teaching-Learning Research and Experiences. She works as a lecturer in both face-to-face and distance education modalities and in Stricto Sensu Graduate Studies – in the undergraduate courses in Pedagogy and Geography (face-to-face); in the distance education modality, she currently or has previously worked in the undergraduate courses in Pedagogy, History, and Physics, and in the Bachelor's in Library Science. She has been a teacher and manager in Basic Education (Elementary and High School) and a teacher in Professional Education at Technical and Technological levels. She coordinates the Distance Pedagogy Course of the Open University of Brazil System at FURG, is a member of the University Council - CONSUN, the Self-Assessment Committee - CPA/FURG, and President of the Permanent Committee for Teaching Staff - CPPD/FURG. She is part of the Research Groups EDUCAMEMÓRIA Education and Memory at FURG and Research, Teaching, and Teacher Training in Visual Arts at UFPEL. Member of the Participatory Action Research and Popular Education in Public Universities Network /RIAPEP. She has experience in the field of Education, with an emphasis on the History of Education, mainly working on the following topics: teacher training, history of education, higher education, teaching history, memory, and distance education.

  • Débora Laís Freitas, Professor at the State Department of Education of Rio Grande do Sul and PPGH-FURG.

    Master's in History Teaching from the Federal University of Rio Grande - FURG, postgraduate in Society, Politics, and Culture of Rio Grande do Sul, and graduated in Geography - Bachelor's Degree from the same University. Additionally, I have a postgraduate degree in School Supervision and School Counseling from UNIASSELVI. Currently, I am pursuing a degree in Journalism at Estácio de Sá College and have been working as a teacher of Geography, Sociology, and History in the State Public Education System since 2012. I have experience as an online tutor in the Distance Pedagogy course at FURG, and I have previously worked in the same role in the Specialization course in Teaching Sociology at the same University. I conduct research in the field of Education, particularly, and have some publications in the areas of Geography, Sociology, and History. The focus of the research carried out in my Master's is on Latin American History Teaching.

References

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Published

2023-06-29

Issue

Vol. 2 No. 3 (2022): VERUM: REVISTA DE INICIAÇÃO CIENTÍFICA

Section

ARTIGOS

How to Cite

UNDERSTANDINGS OF MEMORY AND NARRATIVE FROM A BORDERLINE SOCIAL SPACE . (2023). VERUM: Journal of Scientific Initiation , 2(3), 91-100. https://doi.org/10.56579/verum.v2i3.623