O CENTRO DE MEMÓRIA ESCOLAR COMO LUGAR DE MEMÓRIA: PERSPECTIVAS A RESPEITO DOS MUSEUS ESCOLARES DO MUNICÍPIO DE IRATI-PR

• Autor(a) principal: Witchemichen, Jayne Maria
• Data de Publicação: 2021
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações do UNICENTRO
• Texto Completo: http://tede.unicentro.br:8080/jspui/handle/jspui/1883
• topic: Centro de Memória; Memória Escolar; Lugar de memória; História Local; Memory Center; School Memory; Place of Memory; Local History; CIENCIAS HUMANAS; CIENCIAS HUMANAS::HISTORIA

This research inteded to analyze the constitution of the Memory Centers of state schools in the city of Irati, Paraná. We sought to understand its relevance in the school environment and in the teaching of History, considering that as soon as the place has the possibility of generating historical meanings, especially from a perspective of regional history (local history of the city, of the State). The School Memory Centers emerged in mid-2016, from a project proposed by the institution Museu da Escola Paranaense (MEP), which proposed the formation of these memory places in the school, seeking to rescue memory and encourage heritage education. The project had the support and was presented to schools through the State Department of Education (SEED) in conjunction with the MEP. In this study, the Memory Centers formed in Irati-PR were analyzed, an analysis which was unique in each one, considering the reality of each school at the time. Thus, interviews were conducted with people who are part of the constitution of this space, seeking to understand the link between teaching and these objects and the place. Supported by the concept of a “place of memory”, by the French historian Pierre Nora, this work sought to understand the relationship of Memory Centers with the perspective of “holding memories” in order to avoid forgetting, proposed by the author. Thus, we could see people's relationship with the past, and how objects refer to individual issues, with specific types of memory predominating in school museums, directed by each group that formed the Memory Centers.