Teaching history in the cracks of heritage

Abstract

This text is an exercise of contemplation from three teachers, with different professional trajectories, who meet at the Teaching of History to think about it as a transgression, acting at the fissures, the edges and the outskirts of a curriculum eurocentered. The field of activity were four classes from the Internship of Teaching History - Patrimonial Education, offered at the History Graduation Course at the Federal University of Rio Grande do Sul, in the year of 2022. Cultural patrimony is, therefore, the theme of the planning and proceeding of the interns. In this article, the focus devolves on the problematization that guided the classes planning, looking to reflect on the impacts the readings of the course had. Certainly, the themes, the cutouts, the groups, the problematization and the theoretical reference chosen for the construction of the planning indicate the power to make teaching at the edges and fissures of the original curriculum.