Education, History and Museums: a reflection on the teaching History

Abstract

This article seeks to discuss the relationship between the teaching practice of history and local culture and the learning and historical awareness of students in a Pedagogy course at a Federal Institution of Higher Education in southern Mato Grosso. The research sources are the reflections present in the portfolio requested in the discipline as a procedural and formative instrument of evaluation, authorized by the students. The objective of the research is to understand, through the senses constructed in the visitation to local and regional museums, the learning and historical conscience of the pedagogy students. In this regard, the reflection on education patrimony has been not only in the sense of preservation and conservation, but also, in the problematization of institutions, agents, the collection, and objects from a critical perspective. The results demonstrate the relevance of the intentional work with the historical knowledge, the access to the historical-cultural patrimony, and the reflection on it in the learning and historical conscience.