METHODOLOGICAL EXPERIENCE IN HISTORY TEACHING: AN APPROACH TO PRE-COLUMBIAN AMERICA AND ITS INDIGENOUS PEOPLES IN HIGH SCHOOL AT GOIÁSTEC

RELATO DE EXPERIÊNCIA NOGOIÁSTEC A PARTIR DO ESTUDO DA AMÉRICA PRÉ-COLOMBIANA

Abstract

This article presents and analyzes a pedagogical experience developed within the GoiásTec program with first-year high school students, focusing on the theme of Pre-Columbian America and its indigenous peoples. The proposal was structured to promote student protagonism, meaningful learning, and the development of critical thinking in history teaching, based on the principles of active methodologies. The proposal aimed at building cultural and historical repertoire through an intentionally structured didactic path, beginning with dialogic classes mediated by technology. In these classes, students had their first contact with the content on the topic, mobilizing basic cognitive actions such as observing, listening, and understanding information. This fostered student protagonism through moments of interaction, in which students began to formulate thoughts, raise hypotheses, and share interpretations about cultural, historical, and symbolic aspects. The methodological process enabled the activation of more complex skills, such as argumentation, explanation, and critical analysis. The classes were predominantly composed of students from rural schools encompassing diverse cultures, reinforcing the importance of inclusive pedagogical practices that are sensitive to sociocultural diversity. The analysis of the experience highlights the mobilization of skills foreseen in the curriculum of the Goiás education system, as well as the contribution of the proposal to a decolonial approach to history teaching, by valuing original cultures and questioning Eurocentric narratives. Thus, the experience demonstrates that the intentional organization of strategies based on more meaningful and contextualized learning methodologies, by articulating teacher mediation, student participation, and knowledge production in history teaching, is effective.