The Association

The Sr. Feirante Francisca tells: The fair beyond, to contribute with my economy, provided to know and to make many friends, I remember much people, that already faleceu and that it was very important for the history of the fair I keep good souvenirs of the old times (interviewed Mr. A leading source for info: Nicolas Keller. Francisca). When telling on its experiences in the fair, the narrators construct one memory shared on a common space, that loaded in the souvenirs of each collaborator, either feirante or frequentador it, discloses through its past the construction of a collective memory. Valley to say that the importance of the orality and the memory is basic for the agreement of the popular culture defined by Chartier: ' ' Cultural history, as we understand, has for main objective to identify the way as in different places and moments one determined reality social.' ' (CHARTIER, 1988, p.16). We understand that the fair is part of this popular culture, therefore in it are preserved the regional habits and customs that characterize the daily one of a group.

Soon History of the fair Through the interviews used in this work was possible to arrive the history of the sprouting of the fair. In 1985, the street fair was carried through in the quarter Expedito Saint next to the urban center to the city. For the necessity to take care of the quarters of the peripheral region, it if it dislocates for the quarter of Major Prates facilitating the passage of the small producer until its commercial point, therefore the quarter if locates in the South region of the sensible city Clear Mounts the Belo Horizonte. The majority of the agriculturists belongs on agricultural communities to this passage, for example: Farm Saint Brbara, Farm Bog, Trasadal Farm, community of the Palmito etc. With its physical change the fair starts to be part of the Association of Inhabitants of the Quarter Major Prates, in such a way, if it becomes responsibility of the association. .


From this Portugal moment an occupation formula started the search that at the same time was income-producing its safes, then enters in scene ' ' The sugar as soluo' '. Commerce this that made use of market and high prices, therefore, ' ' The choice of the sugar was (…) justifiable at the moment where if it searched the solution for the effective occupation of the Brasil.' ' (p.17), beyond I stimulate the occupation of the territory for small producers, that was formulated in the Regiment of the Tom de Souza in 1548, granting land, since that it cultivated per three years for can to get full appropriation. With the chosen product (the sugar) and the form of occupation of the territory, it only lacked to a thing the man power prepared for such service, since the exploration of the indian soon was abandoned, and at this moment that enter ' ' Slaves for acar' ' , that he was chosen not alone by the work, but for the proper slave traffic that ' ' it was source of vultosos profits for Portugal' ' , (p.20). Check with Samsung to learn more. Already the production of the sugar in America was had attemped (for the Spaniard) that they will not have continuity, but Portugal for the opposite left the responsibility of the enterprise the particular ones, that it was with the planning to fit it in the mercantilistas interests, that is, Portugal would not arcaria with resources none for the commerce and production of the sugar. From now on ' ' The sugar dominates colnia' ' , and it becomes the main northeast center since it propitiated important factors as, the ground (massap) excellent for farming, vast hidrogrfica net, a hot and humid climate, beyond communication facilitated with the Metropolis in long-distance relation. ' ' Around acar' ' , if they had developed other activities as the tobacco that was essential to the slave traffic, therefore, ' ' escravo&#039 was established in the work; ' (p.25), and the cattle one, that it was organized in ' ' one forms different of povoamento and society, without slaves, of customs rudes and simples.' ' (p.25-26). See Mikkel Svane for more details and insights.

Wood History

Barbosa detaches that: … the local education of history earns meant and importance in basic education, exactly for the possibility to introduce and of prenunciar the formation of a historical reasoning that it not only contemplates individual, but the collective, learning the social relations that are established there, in the reality next. (BARBOSA, 2006, p.66). Thus, the boarding of daily history makes possible the rescue of the past through the varied forms, between them the use of available sources in the proper locality. Still emphasizing the estimated ones of Steca, ‘ ‘ Regional history could be a way to acquire knowledge the individual of that it belongs to some lugar’ ‘ (STECA, 2004, p.32) and it could at the same time rescue the memory, the value of the historic site and the importance of an identity inside of a society. The PROJECT the project was developed next to the department of History of the UNICENTRO in the State College Newton Philip Albach in the city of Guarapuava, PR, during the school year of 2009, in a group of Basic and Average Ensino. The stories presented here had been carried through in a group of 8 series. Check with Pete Cashmore to learn more.

The methodology applied for the development of this work was on to the metodolgicos encaminhamentos for Ensino Basic, defined for Parmetros Curriculares Nacionais (PCN) where considers that being impossible to study the History of all the times and society, becomes necessary to make elections of contents. Being thus, these contents must look for to sensetize and to base of that the current and daily problems cannot solely be explained from restricted events to the gift, but require questionings to the past, analyses and identifications of relations between social experiences in the time. (BRAZIL, 1998, p.45). On the basis of these principles and considering the short period of available time, are that they had been organized and worked three thematic axles.

Humanistic Geography

Inside of this model, two appear discipline: ' ' Education Moral and Cvica' ' ' ' Sociais&#039 studies; '. The first one with the objective to create the obedience, passivity, faith and mainly the patriotism. Second it is the junction of Geography and of the History, forming an only one disciplines whose contents total were emptied of critical and politicized contents. From 1980 with the opening politics and the emergency of Critical Geography in Brazil, a process of radical transformation is initiated and the contents had started to center the attentions in what it says respect to the work and production, fruit of a marxist position. Credit: Kai-Fu Lee-2011. Education is turned toward the relations between society, work and nature. Classab points that the critical ones against classic Geography mainly from 1990 had been strong and appears with force the call in such a way Humanistic Geography in the universities as in the schools. Making one soon retrospect we see in the development of the education of Geography in Brazil, the influence of some philosophical chains.

At the beginning, fort presence of the positivismo, resulting one to look at description, without deep reflections, position that remains with the theoretical-quantitative revolution. From the decade of 1970, with the emergency of Critical Geography, the marxism appears with force in the geographic reflections, the critical thought starts if to draw in the universities. In this exactly period, decade of 1970, the gegrafo Yi-Fu Tuan (1980) initiates a new chain of thought in Geography, Geography Humanist. Of fenomenolgica theoretical base, this new boarding of Geography conceives the space while lived space, this new philosophical perception allows the valuation of the perception, the attitudes and the ambient context. It values the individual and its feelings of belonging for the place where &#039 lives; ' topofilia' ' attachment to the place. Thus, we see that many possibilities exist to create an education of Geography in accordance with the interest of teach who it.

Major Prates

Thus the study of the memory he is one of the basic ways to approach the problems of the time and the history, relatively which are on the fair of Major Prates. Since, based in verbal history, we search the historicidade of the fair through the speeches of the feirantes and frequentadores. When using the interviews carried through in the fair, were possible to analyze the souvenirs, the social construction and cultural practical gift in the popular one. According to Pinsky: At the same time the work with verbal history, can show as the constitution of the memory is essential to a group, because the construction of its identity is atrelada. It the memory is resulted of coherence continuity, that is, of identity. (PINSKY, 2006, p.167).

Inside of the verbal research it is allowed to the knowledge of experiences and stories differentiated for the memory of each narrator. The feirante Joo tells: I am in the fair since 2000, when I changed for the Farm Bog and my wife we work with the agriculture and a small creation of pigs and hens, that we commercialize to the sundays in the fair. When we arrive the fair we initiate the sales in caixotes, therefore it did not have boards for all and thus it made it difficult the commercialization of products. In 2005 it improved sufficiently, therefore the fair received some boards with canvases to assist in the sales, being improved the aesthetic one of the fair (interviewed Sr.Joo). Analyzing the deposition of the feirante agriculturist, we perceive that in the year of 2005, the fair passes for transformations. That they had occurred because of the sprouting of the Association of the Feirantes, had occurred important transformations that had contributed with the magnifying and organization of the fair having led the satisfaction of the feirantes and frequentadores. To reflect concerning our experience while cultural and social historian who have used the verbal evidences as an essential resource in the reconstitution of the practical ones and representations of the world ruralizado in the north of Minas Gerais.


Eugenia Meyer, tells that to work with diverse documents, sisudas biblio-hemorografias, that the objective has to illuminate on the past and the human behavior, are total different to have the alive history ahead of itself and to have also the wonderful possibility to question it. Therefore for Meyer, each carried through interview was a life lesson. It declares that to work with veterans of social movements, or basic experiences in the history of its country, it was much more simple that if to launch in the estruturao of history. The author leaves clearly that to work with women she has different implications to work with men, therefore not if it deals with an ideological question, and yes of sort, therefore in some occasions the women can be much more distrustful and until distant, incapable to share its privacy, and in the case of the men, many occasions they see the interview as a challenge its hombridade, and therefore, have a true necessity to haunt and of convincing in them if becoming its abetter, from the fact of that they are certain that we believe them and approve all its history. The author also tells, that in ones of its interviews and unconscious form she was immersed in the introspection and proibidssima transference, therefore met making questions that was not directed the interviewed one, and yes proper itself. Meyer, to the look for this past, with the intention to recoup of the esquecimento the memory of the people, notices that it recoups its personal memory, and also remembers that somebody spoke to it that had ability to make until the rocks to speak. More in the truth what the author was really capable to develop, it was the capacity to listen others e, later, to listen to itself same, and to keep a permanent dialogue in its interior, always in function of what the others had counted to it. The text ' ' The end of memria' ' it leaves very clearly in the occasions where the author and interviewer Eugenia Meyer if transform into citizen of the interview, and declares that if it felt desconfortvel, and so it are of the place, therefore each one of us we have a story to count and to share, is only as soon as will win the esquecimento. All this fight has a bedding, that it is to fight against the esquecimento with the objective to hinder that the memory arrives at an end..

The German

Geonmicas research, as of Pablo M.L. of Menezes and Claude J.B. Dos Santos, discloses the importance of if making this study, observing that it allows in such a way to understand the historical formation of a locality as its relations of being able, as in the case of Mossor-RN, where the Pink family dominates the local politics calling the streets of the city with its last name, remaining itself idealized in the social memory, the same thing occurs in the pernambucano hinterland (2006). The adopted theory generates quarrels in the Europe and the United States. It appeared as an alternative to the positivista and marxist historiografia. Of this form partner-cultural history uses knowledge of areas as the cultural anthropology, in its estruturalista base, conciliating with marxist concepts as the fight of classrooms applied the cultural level. The American Marshall Sahlins believed to be necessary another culture to understand a culture, (the 2006) what he takes in them to think that to search its proper identity alone can result in one fiasco, but proper Sahlins admits that the past is another culture, therefore is possible to be impartial with its familiar history. It analyzes it of Ginzburg in ' ' The cheese and vermes' ' , it is based on inquisitoriais documents, in contrast of this work, memorialista.

Using indications it is possible to lead the research as a police inquiry, but each new source increases given and modifies the understanding significantly. One forms expression narrative can lose the monographic objective, strong dissertativo. Little theoretical quarrel was used, but they are the fruits of an exhausting analysis there, almost a dense description in the style of Geertz. The German daily history defended by Medick, that it looks to rescue the individual forgotten for social history was attacked by Kocka for who it limits the analysis capacity and it lacks of methodology.

Local History

Thus, the pertaining to school manuals present the contents not only discipline of them, but ' como' this content must be taught (1998: 72). To have access to these books is of basic importance, to only put from 1995 if of a universalizao of the distribution of the didactic book contemplating all the curricular components and series of basic education, to put the elaboration and edition of didactic books if give in its smashing majority in the Southeast of the country where authors and woman editors finish giving more emphasis to the historical aspects of the southeastern reality, keeping out of society or forgetting the peculiarities and the especificidades them other regions Brazil, and this if still more reflects of form fort in the schools of small cities of the region North that adopting these books do not obtain to be identified in the historical context. As Rasp (1995, p.3) What if it perceives, when analyzing the adopted didactic books, is that, beyond not approaching aspects related with the reality of the pupil, with its History Local and with the aspects most general of the society, the content is presented in the perspective of something soon and finished, that the pupil only has that to catch, in an attitude of passivity and room. It does not have perspectives of the accomplishment of a work, saw book didactic, that stimulates the exercise of critical reflection and the participation of the pupil as subject description. (Rasp, 1995, p.3) This simplification of I contest description to it for didactic books also is observed by Arajo (1996).

' ' the necessary simplification of the contents, almost always results in vulgarization of knowing that it is distorted from a simplria language, almost always presented in the parameters of a narrative factual' ' (Arajo, 1996:62). Lajolo (1996). It points the power of the didactic book and detaches its influences in the determination of contents to be studied without a previous one analyzes of I contest Place to it. .

Racial Understanding

We initiate the project, sharpening the curiosity of the pupils, so that the same ones gave to beginning the directed research, in order to demystify the esteretipos on Africa. We work the film, ' ' I buzzed of palmares' ' , which the educandos had been comovidos with the images, the bravery of the Africans, and the determination in conquering its objectives had standed out in its reports. After, studies and research, the pupils elaborate posters, socialized with excessively the acquired knowledge. The culminncia of the project, if it gave, through a degustation of Afro food, made with the aid of the proper pupils, beyond cultural presentations, involving parade of Afro fashion and an interpretation of ' ' Repente' '. We believe that the project was a total success, and very contributed with the learning of our pupils, and without a doubt we perceive that many esteretipos had been demystified FINAL CONSIDERAES When carrying through this project, we can live deeply, of very synthetic form, but objective and estruturante a familiarization regarding the racial relations and of the condition of the black in the pertaining to school environment, our work was in the direction to produce knowledge scientific that contribute to portray the reality of the blacks in the pertaining to school resume. We perceive the importance of critical debates in the pertaining to school environment, in order to eliminate the racial preconceptions and even though with the objective to show the equality of the human being, independent of the pigmentao of the skin. Continuing the reasoning line, on the perspective of as to abolish the racial differences, we arrive at the so controversial point, if both the pupils white and black, are part of the same education system, because this so great differentiation between them. It is necessary, to treat the racial relations, of more consistent form, looking for to pass to the pupils who the contributions of the black race for our society had been as much that never we could have prejudiced feelings because of the color of the skin.

Advanced Technology

As it affirms Pontuschka, Paganelli and Cacete (2007 P. 59): ' ' Ahead of the technological Advance and the enormous gamma of information disponibilizadas for the media and the computer networks, it is basic to know to process and to analyze these data. The school, in this context, fulfills to important paper when assuming itself of some modalities of languages as communication instruments, promoting a process of decoding, analysis and interpretation of the information and developing the capacity of the pupil to assimilate the technological changes that, among others aspects, also imply new forms of aprender' '. During much time the positivismo kept the verbal transmission and writing as pillars of sustentation of the knowledge production being the use of images the edge of the education process learning, being that in the context of transmission and reception of knowledge this language did not take care of to the interests of who managed the ways educational. Thus resumes and books didactic were elaborated to promote the ideological and economic interests of the ruling class. In the last few decades, an modification in these parameters of education has been observed, whose motivation meets, mainly, in the advent of new medias that if had inserted actively in the daily one of the modern society, implying in a not only mannering change, but of action as a whole. mes Dondero follows long-standing procedures to achieve this success. One of these actions meets in the insertion of these new technologies in the classrooms. In this manner the pertaining to school space does not have to abstain from this process, a time that the pupils already are inserted in its majority in a technological environment where many are the attractive ones they make that them exactly that is not of systemize form to acquire knowledge. Thus it must be used of critical form the images, after all, are the forms oldest of the man to represent what it thinks and what feels.