Contextualization

The idea of temporality is fundamental to understand how time is perceived, experienced, and recorded by humanity. It is a notion that allows us to comprehend our own history, the evolution of societies, and the development of cultures throughout the ages. In essence, temporality refers to the way time is organized, felt, and given meaning by human beings. It involves understanding the concepts of past, present, and future, and how these categories influence our perception of the world and the collective memory of a community or nation.

For 1st-grade students, introducing the idea of temporality is a way to begin understanding events on a timeline, stimulating the connection between different eras and occurrences. This can range from understanding stages of personal life, such as growth and physical changes, to broader historical events. Initially, it is important to focus on concrete experiences close to the children's universe to facilitate understanding and interest in the subject.

The ability to understand and apply the concept of temporality also helps students organize events in a way that makes chronological and causal sense. In a historical context, this involves understanding how different periods relate to each other and how human actions at one moment can affect the future. It is an essential step for the development of critical thinking and the ability to analyze causes and consequences within a temporal context.

The importance of temporality extends beyond the school environment. In everyday life, understanding temporal sequences helps in organizing tasks, perceiving changes, and planning for the future. For example, by learning about daily cycles, seasons, or the succession of generations within a family, children can begin to better understand the world around them. Furthermore, the ability to position oneself in time is a valuable skill for the construction of active and conscious citizenship, allowing people to understand their own history and influence in the world.

To enrich this project, some reliable resources in Portuguese that will serve as a basis for students and teachers include:

• Teacher's Portal (MEC): Offers a variety of lesson plans and educational resources covering the theme of temporality, focusing on elementary school students. Teacher's Portal

• Living History: A website that provides articles and information about different historical periods in an accessible way, stimulating curiosity about the past and present. Living History

• Museum of the Person: It has a digital collection with life stories, which can be used to explore temporality through personal narratives and memories. Museum of the Person

These resources can be used to initiate discussions in the classroom and will serve as a platform for the debate on the importance of temporality in History and everyday life.

Practical Activity

Activity Title: "Timeline: My Story and the History of the World"

Project Objective

The objective of this activity is to allow 1st-grade elementary school students to explore the concept of temporality by building a timeline that interweaves events from universal history with events from their personal and family lives.

Detailed Project Description

Each group of 3 to 5 students will be tasked with creating a mural timeline, using art and research materials. The timeline should include historically significant events, such as the invention of writing and the moon landing, interspersed with personal milestones of the students, such as their year of birth and other relevant events for them (e.g., sibling's birth, first trip, etc.).

Required Materials

• Brown paper roll or large cardboard for the timeline base.
• Colored markers, colored pencils, and markers.
• Blunt scissors and glue.
• Magazines, newspapers, printed images, and texts for collage.
• Ruler and adhesive tape.
• Access to history books or the internet for research (under supervision).

Detailed Step-by-Step for Activity Execution

1. Preparation and Research (2 hours): Students research in approved books and online sources relevant historical events and select important personal moments. Each group should choose at least five historical events and five personal events.

2. Layout and Sketch (2 hours): Next, the groups create a sketch of their timeline on a separate sheet, deciding where each event will fit and how it will be visually represented.

3. Assembly (3-4 hours): Using the paper roll or cardboard, students draw the timeline and place the events in the correct chronological sequence. Historical and personal events should be alternated.

4. Decoration (1-2 hours): Using markers, colored pencils, and image collage, the groups decorate the timeline, making it visually appealing and informative.

5. Presentation and Reflection (1 hour): Each group will present their timeline to the class, explaining the event choices and what they learned from the activity about temporality.

6. Report (1 hour): After completing the timeline, each student will individually write a report, following the guidelines of Introduction, Development, Conclusions, and Bibliography used.

Project Deliverables

Each group will deliver the timeline mural along with a small report written by each group member. This report should reflect on the process and the learnings obtained from the practical activity.

The written document should follow the following structure:

1. Introduction: Should contextualize the importance of the idea of temporality, the purpose of the project, and how it applies to real life and the understanding of personal and universal history.

2. Development: Articulates the underlying theory of temporality, describes the activity in detail, addresses the methodology used, and discusses the results obtained, including reflections on the interaction of personal and historical events on the timeline.

3. Conclusion: Summarizes the main points of the work, highlights the learnings and conclusions drawn about the student's own history and the connection to the larger history.

4. Bibliography: Lists all sources used, including books, websites, and visual resources.

This report structure will allow students to reflect on how historical and personal events intertwine, thus developing a deeper understanding of the concept of temporality.

The document should be submitted in text form and can be handwritten or typed, depending on the available resources and the teacher's decision. The project evaluation will take into account both the timeline mural and the quality of the written report by each student.

The activity should be carried out throughout the month, with each student having a total of approximately 10 hours distributed throughout the project stages, ensuring adequate immersion in the theme and teamwork.