Memórias Afro-brasileiras sobre a Fazenda Quebradas em Montes Claros – Minas Gerais: relatos de alunos da Escola Estadual Dona Quita Pereira

Abstract

This research aimed to study Afro-Brazilian memory in Montes Claros, Minas Gerais, in a context where no formal records existed. This created the opportunity to work in collaboration with 9th-grade students from Escola Estadual Dona Quita Pereira to safeguard this memory through the collection of oral narratives and the production of memorial texts. Accordingly, the specific objectives outlined were: (i) to engage students in research and critical analysis activities related to the topic; (ii) to develop students‟ skills in reading, (re)writing, and organizing ideas; (iii) to promote the understanding and appreciation of Montes Claros' historical heritage through heritage education, enabling students to interpret and contextualize the sociocultural environment; and (iv) to promote and give visibility to Afro-Brazilian memory in the municipality of Montes Claros. This work complies with Brazilian legislation (Law 10.639/2003 and Law 11.645/2008, Opinion CNE/CP nº 3/2004, and Resolution CNE/CP nº 1/2004), which mandates the teaching of Afro-Brazilian history and culture in schools. The theoretical framework is grounded in authors who discuss historical heritage; language, society, and culture; the history of the African diaspora in Brazil and memory; in addition to scholars who approach memorial narrative as a tool for understanding collective memory. The methodology adopted was categorized as basic, practical, empirical, primary, qualitative, and descriptive. Three complementary methods were used: bibliographic research, field research, and documentary research to investigate Afro-Brazilian memory in the city. The research was conducted in two phases: the diagnostic phase, with the application of a questionnaire to assess students‟ knowledge about historical and cultural heritage; and the teaching practice phase, which involved practical activities such as a heritage minicourse, a pedagogical visit to Fazenda Quebradas, and an oral history workshop with a local resident, along with reading and critical analysis activities. The culminating activity was the (re)writing of literary memories based on the experiences and collected narratives. The research results show that the practices developed significantly contributed to student engagement with the topic, and that heritage education proved to be an essential tool for valuing historical and cultural heritage. Its combination with reading, analysis, and writing activities emerged as an innovative methodology, allowing students to connect with the stories and find purpose in the tasks performed particularly in the writing of literary memories, a naturally challenging process. The original findings of this research constitute important contributions to the fields of social practices, heritage education, and linguistics, by offering theoretical and methodological support for future investigations.