"To Know Londrina Project": Narratives and knowledge through the streets of the city

Abstract

This text takes part in the Education area, focusing the Project “To Know Londrina” and it’s educational possibilities in History teaching as its study object, through urban and rural routes, explored by teachers from primary levels in continuing education of municipal teachers. Therefore, the research is guided by data collection and sources production that contributed to the historical elaboration of the project, as well as in the research-action methodology to investigate it as a practice associated with the studies of Londrina city and historical knowledge built and materialized in the spaces and relations. The sources produced and investigated in the continuing education course “Methodology of History and Geography Teaching in the initial grades of Elementary Education” in 2017, were established through the experiences of a group of seventy teachers responsible for the work with History and Geography contents in the classroom from first until fifth grade; in the municipal schools. Taking this into consideration, Benjamin (1987) and Burke (1992) dialogue about the relations developed between the object study and the researcher in knowledge development process during the experiences lived in Londrina city, while Rüsen (2001) brings the process of conscious development, thoughts and historical narratives construction, during the experiences in the spaces and through the knowledge that is related to different temporalities. In the same way, the educational possibilities of the city were referenced by Pesavento (2007), and Alderoqui (2003, 2012) in the process of teacher discourse analyses about the city, having on mind the plurality of the spaces, the multiple learnings and the constant transformation.