History Teaching In A Museological Space An Experience at The Rio Grande Do Sul Memorial, Brazil

Abstract

This paper aims to discuss issues concerning the teaching of History in museological spaces, based on the narrative of an experience at the Rio Grande do Sul Memorial, a place that generated the teaching-learning process of students who visited this space. We start from the narrative of the mediated educational action on the itinerant exhibition “Monuments and art: the history of the city at risk”, which exposed a series of monuments and public statues taken from the streets of Porto Alegre. By means of these pieces, the mediation sought to reflect on the silenced stories behind those sculptures, aiming to perceive other actors and groups silenced by the patrimonialization process. From a theoretical point of view, it drew on Vygotsky (2010) and Bakhtin (1992), with regard to interactive mediation; Siman (2013), with regard to teaching History through reading the city; and Ramos (2016), on the concept of generator object. Finally, it is believed that the students took possession of plural historical narratives about the city, through the narratives exposed and silenced by the urban historical heritage.