The present study aimed to investigate how students' historical learning occurs from
the use of local history. We present some reflections regarding the prescription of
teaching local history in educational curricula at national, state and municipal levels.
The research is of a qualitative nature. The methodology used is oral history. This
research method was chosen with the intention of understanding and reflecting on the
existing narratives around its emergence. We hypothesized that teaching local history
can be an important tool for the development of students' historical learning, because
by reflecting on the present, past and future, they will be able to think of its importance
as a historical subject, understanding themselves with a substantial part for the
construction community and the strengthening of its local identity, and perceiving itself
as a transforming agent for its group. To respond to the suggested hypothesis, stages
were organized with different interventions: questionnaires with open questions related
to the teaching of history and local history, analysis of poems about the municipality,
text on local history, workshop with interview techniques and interviews with two
people who reside in Parauapebas from the period prior to emancipation to the present
day. As a pedagogical didactic product, we developed a flexible planning proposal,
with guidelines on the methodologies used in our research that proved to be effective,
to be applied by teachers according to their reality.
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