Contextualization

History, as a science, seeks not only to narrate past events, but to understand how these events have shaped our current society and how they can influence the future. It is in this scenario that the question arises: 'What is history?'. The answer to this question unfolds in several layers of complexity.

History can be understood as a chronological narrative of events, focusing on a sequence of facts with cause and effect relationships. But history is also a science that investigates and interprets the human past, providing a contextual understanding of the people, events, and ideas that have shaped our world. Furthermore, history is the discipline that studies the interpretation of recorded human facts and phenomena, which requires us to constantly reflect and reevaluate our views on the past.

History is not only dedicated to what is popularly known, but also to everyday themes, minorities, and those silenced over time. It delves into the particular to understand the general, and into the general to understand the particular. In this sense, history tells and retells itself incessantly, always renewing itself, in a process that is both construction and deconstruction.

Understanding history is fundamental to understanding our individual and collective identity, as it is through it that we learn about our origins, customs, traditions, and the social and cultural context in which we are inserted. History is a powerful tool for understanding and valuing human diversity and for promoting mutual respect.

Moreover, understanding the nature of history is a crucial skill to discern reliable information from fake news, a relevant social problem in the information age. Understanding history also enables us to make informed predictions about the future, based on patterns and trends observed in the past.

To start this journey in understanding what history is, I suggest the following readings:

• CARVALHO, José Murilo de. The Formation of Souls: The Imaginary of the Republic in Brazil. São Paulo: Companhia das Letras, 1990.
• HILL, Christopher. The World Turned Upside Down: Radical Ideas during the English Revolution of 1640. São Paulo: Companhia das Letras, 1987.
• THOMPSON, E.P. Customs in Common: Studies in Traditional Popular Culture. São Paulo: Companhia das Letras, 1998.

In addition to these readings, I recommend the following websites and videos for further exploration:

• YouTube channel 'História Online' - Especially the videos on the History of History and the Theory of History.
• Brazil School Portal, in the History section, with several articles on the subject.
• YouTube channel 'Leitura ObrigaHISTÓRIA', which brings critical analyses of acclaimed history works, as well as discussions on the theory of history.

Practical Activity: 'The Story in Hands'

Project Objective

The objective of this task is to give students an in-depth understanding of what History is as a science, through a practical experience of historical investigation. The proposal is for students to reconstruct a fragment of local history using various sources to collect information.

Detailed Project Description

Students will be divided into groups of 3 to 5 members. Each group will be responsible for researching, analyzing, and comparing primary and secondary sources to construct a narrative about a historical figure or an important event in local history.

This research should involve visiting municipal archives, libraries, interviewing older residents, reading academic works on the period in question, analyzing old documents, photographs, etc.

Within the group, students should divide tasks equitably so that each group member can dedicate themselves to a specific part of the activity. It is important that all students actively participate in the research and preparation of the report.

Necessary Materials

• Books and academic articles on local history.
• Access to municipal archives, libraries, and other sources of information.
• Material for recording information: camera, audio recorder, notebook.

Step by Step

1. Students should choose a topic of interest within local history. It can be a historical figure, an important event, an institution, etc.
2. Divide tasks within the group so that all students have an active role in the project.
3. Start the research with secondary sources (books, articles, theses) to get a general idea of the context.
4. Research primary sources (documents, photographs, testimonies) to obtain more detailed and specific information about the chosen topic.
5. Organize the collected data logically and coherently to build the narrative.
6. Write the final report, dividing it into four main sections: Introduction, Development, Conclusions, and Bibliography.

Project Deliverables

At the end of the project, groups must present a written report analyzing the source(s) used, the research methodology adopted, the discoveries made, and the historical narrative constructed. The report should follow the following format:

1. Introduction: Contextualization of the chosen theme, its relevance in local history, and the project's objective.

2. Development: Detailed description of the research methodology, presentation and analysis of the sources used, description of the activities carried out, and discussion of the findings.

3. Conclusions: Reflection on what was learned from the project, the challenges faced, and the results achieved.

4. Bibliography: Citation of all sources used in the project, including books, articles, websites, interviews, among others.

The final project presentation will be an opportunity for students to demonstrate what they have learned about how History is constructed and interpreted, as well as to develop skills such as teamwork, time management, critical thinking, and effective communication.