The present work aims to combat the androcentric logic that guides the teaching of history
and to approach its contents from the present and the local. For this purpose, the emphasis
on the History of Women with female biographical narratives as a starting point became
fundamental. Observations based in the school environment showed that in elementary
education, History Teaching is still marked by the primacy of the male, the past and the
universal. Reflections on the scenario showed that women are secondary figures in history,
textbooks and at many moments in the social environment. Therefore, giving women their
rightful role - as a procedural part of history - requires recognizing and emphasizing the
importance of discipline knowledge for the construction of a just, democratic and
egalitarian society. It could be inferred, therefore, the relationship between these
approaches and some problems that permeate pedagogical practice in the field of historical
discipline. In this perspective, it was proposed to 9th grade students (males and females) of
a public school in the city of Balsas – MA a production of biographies based on two
methodologies: one, using the interview, the Oral History technique to write the local
women life stories; and the other, through bibliographic research resulted in narratives of
the trajectory of several female personalities of the region. An analysis of the production
process of the narratives of women who live in the locality pointed out possibilities of
approaching several themes, usually carried out from the performance of individuals distant
from the reality of the students, both in time and space. In addition, exploring the discursive
construction of the Self through the female students' autobiographies broadened the horizon
of approaching history in the classroom. The development of this work provided a final
product that consists on the elaboration of Thematic Approaches based on the executed
sequences during the research process. These are proposals to use the History of Women
throughout the school year and within the curriculum series. These proposals allow learning
and making the knowledge of History more valuable as far as turns evident the link
between the past and the present. Therefore, it could be said that the procedures performed
favored historical learning and served the purposes of the discipline.
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