Teaching History, symbolic narrative and imaginary: the legend of the Minhocão de Cáceres/MT
TEACHING HISTORY, SYMBOLIC NARRATIVE, IMAGINARY, LEGEND
The central purpose of the research is to understand the potential of symbolic narratives in History teaching. In this sense, we analyze legends and myths as pedagogical tools. We present the concepts of legend and myth from the Human and Social Sciences with the intention of dispelling the notion that these two concepts are synonymous. The following questions guide the research: why would it be relevant to work on this topic in the teaching of History in Basic Education? What do already published research propose on the topic? In what educational guidelines can this thematic proposal be anchored? How does Seduc-MT Structured Material address legends and myths? Two methodological approaches will make it possible to value students' tacit knowledge by bringing popular knowledge to the classroom based on legends narrated by elders: the “investigative thematic unit”, based on the propositions of Schmidt and Fernandes (2007), and the method ethnographic approach of “seeing, listening and writing”, proposed by Oliveira (2011). We chose as a focus to analyze the historicity and sociocultural dimension of the popular legend of Minhocão, a legend known by residents of the municipality of Cáceres/MT.