This dissertation is an investigation on the dynamics of History Teaching at the Professor Remígio Fernandez Municipal School, Mosqueiro/PA, in the school year of 2019, in which the project entitled: ―Historical Literacy: narratives, rap and black consciousness‖ was developed with students from class C42201 (9th grade/Elementary). However, to better understand the successes and gaps verified during the execution of this training plan, it was necessary to analyze the didactic experiences in History previously developed (between the years 2013 and 2018), which pointed out aspects of maintenance and advances in relation to a type of Teaching History linked to the historicism of the 19th century, this one characterized by the disciplinary anti-dialogism in the way of teaching, by the Eurocentrism in the choice of contents and by the predominance of written language that was not very significant for the students. Thus, starting from this research problem and seeking to build a proposal for an innovative method in History Teaching for that school, Historical Literacy was pointed out as this alternative. To support this perspective, an analysis of the dual role of historical school education in overcoming the problems related to linguistic literacy and literacy in the specific objectives of the discipline of history was carried out, pointing out as a viable way for this challenge the development of Teaching of Ethical-Racial Relations and of historical narratives in the school environment, seeking to promote the development of historical identities, praxis, consciences and awareness. Therefore, this study is epistemologically linked to the field of Didactics of History and is presented methodologically in line with the perspectives of social investigations called "action research", which is subdivided into empirical-theoretical and situated historical cognition, with the intention of to present viable educational products for the positive transformation of History Teaching at the researched school.
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