Narrativas sobre o Neoliberalismo: saberes escolares e culturas de história no Brasil contemporâneo

Abstract

This study promotes a dialogue between school knowledge and historical culture by critically examining the memories of 9th-grade students' family members from a municipal school in Uberlândia regarding neoliberalism in Brazil. Its objective is to understand these family members' recollections of Brazil’s economic, social, and political transformations, focusing on the period between 1985 and 2003. The methodology adopts qualitative action research, articulating family memories and historiographical narratives to build historical knowledge in schools. Employing oral history methodology, the study involves semi-structured interviews with family members, with students actively participating in listening to and critically reflecting on the narratives and the relationship between memory and history. The recorded recollections are analyzed as sources that reinforce or challenge hegemonic versions of Brazil's recent history, fostering a critical attitude among students. It is expected that the dialogue between family narratives woven in other spaces of memory” and school knowledge will stimulate reflection and broaden the understanding of historical production, contributing to the appreciation of history teaching as a dialogical and critical practice. As a result of the research, an intervention project was developed throughout the academic year, establishing a dialogue and practical exercise with historical sources intended to understand the presence of neoliberalism in school culture and family memories, as well as the impact of these culture of historical on school knowledge.