Abstract
Narrating our own experience provokes estrangements of knowledge about the common place and they can enable awareness of the relations between history, social structure and individual trajectories. In this regard, we inquire how imagination and historical consciousness, estrangement and denaturalization, considered the objectives of history teaching, approach autobiographical narratives as formation devices, establishing a dialogue between history teaching and the (auto)biographical research field in education. This work puts in discussion the legal orientations about the particularities of history learning and the autobiographical narratives as formation devices. It also debates the epistemological foundation of the work with self-referential narratives in history classes; and finally, it presents and analyses the application of a history teaching proposal starting from the autobiographical narratives of high school students. The analysis of the accounts, resulted from the proposal, was carried on the basis of discursive text analysis, whose analytical units were also founded in the concept of learning construction and reconstruction, in the relations between autobiographical reflection and historical imagination and in the role of history learning in the formation of a historical consciousness. Finding strange and denaturalizing what is known about yourself, what is heard about yourself and letting it suspended for new reorganizations, for learning construction and reconstruction and, mainly, for a questioning technique in which interrogation doesn't refer only to the other, but to you in relation to others and to historical facts. This may be an educational task in which history gains importance in the youths' formation. Thus, what we support is the centrality of the society-individuals relation in history teaching in school education.
Keywords:
historical learning; autobiographical narratives; history education; formation devices; estrangement and denaturalization