1.

Introduction
The present research is focused on historical monuments in Mozambique, and aims to
understanding the contribution of the historical monument of the Massinga prison to the discipline of

History at Massinga Secondary School, coupled with the issue that in the daily school life
it is verified that the largest number of secondary school students has difficulties in
identification of local history contents since the teaching of history is determined by
exclusive use of school manuals to the detriment of content recognized by the community
as local historical heritage. This constraint that has been observed in education of
history not only inhibits the acquisition of knowledge about local history but also breaks the
the possibility of working with reality closer to the student. Therefore, the aim is to respond
the following question: to what extent has the historical monument of the Massinga prison contributed to

teaching of history discipline in the secondary school of Massinga?

Research line: Local History

The Historical Monuments in Mozambique

Aspect: The Historical Monuments in Mozambique: the contribution of historical monument of

Massinga chain for History discipline.
1.1. Problemization of the research
At the theoretical level, it is believed that local history is a fundamental and essential condition for

understanding of general history, as referred to by Duarte & Stela 2014:238, Local history is a
concrete mechanism for preparing the student for productive, efficient, flexible, and versatile life
adapting it to the daily demands in constant change in light of globalization

Still at the theoretical level, Duarte & Stela 2014:238 argue that, in the teaching of history to a
tendency to conceal local history content due to the exclusive use of textbooks
that determine the teaching of history, this constraint that is imposed at the level of teaching of
history hinders the possibility of implementing creative activities conducted through the
effective participation of the student in the rediscovery of their history.

This situation also highlights that not only didactic barriers are the reasons that justify the
difficulties that students face in identifying the contents of local history but
also the less active participation of the teacher in the collection of historical sources from the locality and

the lack of knowledge about the methodologies that enable the approaches to historical content
The local in the classroom has an effect on the issues in the approaches to historical content.
local. (DUARTE and MACIEL 2014)

In this perspective, Lapa (2016) points out that the knowledge of local history can only be
acquired by the student through the investigation of their past in the locality, in this case it is

it is necessary to transform the classroom into a workshop where students are researchers with a
mission to rediscover your history, or it is necessary to create the conditions for it to be.
there should be a direct contact between the student and their past.

Based on these studies, it may seem valid to assert that for the case of Mozambique
the teaching of history is limited to teaching manuals and other educational materials
offered by the ministry of education and human development these didactic barriers
present in the teaching of history limits the teacher's work in the systematization and planning of
local history content that could be conducted in the teaching and learning process,
this reality brings as a consequence the difficulties that students face in identification
of local history content.
Considering this scenario where all information tends to point to didactic barriers
as reasons that justify the difficulties that students face in identification
the contents of local history, therefore the essence of the present research seeks to answer to
next question: The approaches to the contents of local history in the teaching of history constitute
It serves as an efficient option for solving the difficulties of identifying content.
local history?

The teaching of history usually addresses the contents of history that is out of sight of its
students, in this case, the content taught by the teachers in the classroom is
determined by the exclusive use of teaching resources that inhibit the acquisition of
knowledge about local history on the part of their students.

Along the same line of thought, Siti Ma'unah (2010) argues that the teaching of history discusses
about historical events that are distant and unusual from the students' environment and fewer are
addressed the contents of local history that are closer to the students' environment.
teachers never compiled the contents of local history for the implementation of their
approaches in the classroom due to the limitations imposed by the use of thematic plans
programmed by the government and without other teaching materials that allow for understanding the

local history content, which is why students face difficulties in identifying

local history contents.

Problem: To what extent does the historical monument of the Massinga prison contribute to education?
of the History discipline at the Secondary School of Massinga?
1.2.Project Structure
For the best structuring and composition of this research, the three were based
chapters, addressing each of them aspects that guided its development.
Thus, a systematic outline of what will be developed was drafted.

The first chapter developed a starting point approach that includes the present.
introduction
and provisional hypotheses; The second chapter focuses on the theoretical and conceptual framework;
The third refers to the methodological procedures that will be used in the operationalization.
from the investigation, highlighting the methods, investigation techniques and consequently the respective
bibliographic references.
1.3.Hypothesis
As a provisional response to the key question presented above, this research raises the
following hypothesis: The historical monument of the Massinga jail contributes to education of
history discipline at the Secondary School of Massinga, as it takes the student out of the abstract to the
reality and allows for a better understanding of the content of the history subject.

According to the terms of reference, this research has the following general objective:

1.4.General objective

Understanding the contribution of the historical monument of the Massinga prison to the subject.
of History at the Secondary School of Massinga.

1.5.Specific Objective

Characterize the historical monuments;

Explain the contribution of the historical monument of the Massinga prison to the discipline
of History at the Secondary School of Massinga;

Propose new mechanisms for the utilization of the historical monument of the prison.
Massinga for History discipline at Massinga Secondary School.

1.6.Methodology

The methodology being "the set of systematic and rational activities that, with greater
security and economy, allows achieving the goal (…) charting the path to be followed,
detecting errors and assisting the decisions of the scientist," (Marconi and Lakatos; 2003:83). In this

perspective, this project was developed based on the literature review that follows
elaboration of the respective theoretical framework, an activity that consisted of reading the main
works and scientific papers that discuss the theme of historical monuments in the process of
teaching and learning, as in the case of: Viana, José Italo Bezerra. (2009). The monuments
places. INTA and Pasternak, S. (2009). A New View of the Narrative of Local History : Writing
History in Cummington, Massachusetts, (February).
The research is of a qualitative nature and has as its main strategy for data construction the
surveys that will target the history education students.
1.7. Justification

The interest in carrying out the study of this topic is reinforced by the understanding that the
historical monuments in Mozambique contribute to the teaching of history consequently
it is observed at the school level a significant number of students who have difficulties in
identification of local history contents however the idea of this work is to create conditions
In order for these challenges to be overcome, it is necessary for there to be integration of content.
from local history in the teaching of history.

1.8.Relevance of Study

The present research may proceed in the development of several projects that will
address the theme of historical monuments in the teaching and learning process but
also on the basis of mechanisms of the approaches to the content of historical monuments that
proposals will be made at work.

In terms of social relevance, this research values the work with historical sources.
from the locality as it will contribute to the rediscovery and preservation of historical content
of the community.

1.9. Delimitation of the study

The present research does not intend to evaluate the entire complexity of the teaching process.

learning, it is limited in its approach to the monuments of local history in teaching

history in order to develop the hypothesis of the key question and at the time of realization of the
The research will include students studying history as part of the sample.

The geographic delimitation of the study is attributed to the region of the locality of Rovene, located in
Massinga District, located in the province of Inhambane in southern Mozambique. The district of
Massinga is bordered by the district of Morrumbene to the south, to the north by the district of Vilankulo, and to the west

through the district of Funhalouro and this by the Indian Ocean.

CHAPTER: I

2. Framework of theoretical conception

At the theoretical level, historical monuments within a geographical space cannot be

determined only simple objects. Indeed, it encompasses the space in which it is situated.
school, carrying with it a whole range of experiences and aspirations of the community in which it is
it is inserted, the same community is responsible for defining what it would like for its children
they learned. The selection of content can, therefore, include material that is not merely local from the point

from a geographical perspective, whose learning appears relevant in the context of the community.

(Augustine, p. 2006).

Still at the theoretical level, historical monuments can be defined as a set of

contents or events that determine the past of Man in a locality, and in the context of
learning is a concept taught as a narrative or topic that refers to a
specific location. The geographic location varies for each book and author. The research on the
local history collects all types of past documents, amateur or academic, that
they studied in the same place. The collection of these writings is building the narration of history
local, (Altoé et al (2012.

Jacomel (2007) History as a school discipline in Mozambique currently realized that

basic issues, such as identity-related ones and those related to education of
citizens have been present since its inception and, therefore, Identity, citizenship and Culture
are part of the conceptual scheme that underpins the teachers' work proposal, as
In the globalized world, collective daily life constitutes one of the main axes of
history teaching. One can progressively lead the student to recognize the existence of
Critical history and internalized history.
According to Altoé et al (2012), in history teaching, the monument is based on material sources, in
scientific studies of the natural sciences. It prioritizes intellectual activity and knowledge
abstract, distancing from social reality, the aim was to value the precept as thought of
truth and transmit the information of the world and the universal cultures created and produced
for humanity, but recognized by the scientific community. Currently, the process
traditional is rejected by almost all pedagogy leaders, it is a completely
condemned for reproducing the dominant knowledge, for eternalizing an ideology of oppression
a silent culture, through the "banking conception of education", which consists of the "act of
to deposit, to transfer, to transmit values and knowledge” (Freire, 1981, p. 67)
According to Bittencourt (2011), "concerning the school subject History, quality of education"
tends to be associated with the need for a more innovative, more contextualized education,
school subjects must stop being taught in a 'traditional' way and turn to
but to the interests of the students.
He argues that, from the 20th century onwards, the various curricular proposals developed for education
Fundamental and Secondary in Mozambique had some characteristics in common, such as
example of pedagogical foundation based on constructivism, based on the principle of the notion
that the student is an active subject in the learning process, the acceptance of prior knowledge
about historical study objects which should be integrated into the learning process, the
importance of History in the civic education of students.
According to Snyders (1974), after conducting a study on "traditional teaching," he argues that
only after a thorough and critical assessment will it be possible to overcome it or do it
better, it is necessary to understand this type of teaching. For Snyders, traditional teaching leads
the student up to the contact with great achievements of humanity, works of literature and art,
scientific acquisitions
affected by the safest methods, where in all fields of knowledge the models are
emphasized, and privileges the specialist, the models and the teacher, an essential element in
content transmission. The adult, in the traditional conception, is considered as a man
"soon", and the student as a "miniature" adult that needs to be updated. The teacher is the
the center of this education in all forms and approaches, this education that is oriented towards the external

to the student: the program, the subjects, the teacher, the student's role is to just execute the
prescriptions imposed on you by external authorities, (Snydes 1974, Apud;P.8 Mizukami,
2013).

In this approach, one can only make inferences about the concepts of man,
world, society/culture, knowledge, as there is no clear theory
explicit, and the approach encompasses various aspects of trends characterized as
the teaching of historical monuments, Mizukami, 2013, p.8
The traditional school is the place where education is implemented, which is mostly limited to
a process of transmitting information in the classroom with a systematizing function of a
complex culture.
In teaching, emphasis is placed on classroom situations, where students are 'instructed' and
"taught" by the teacher. Generally, therefore, education is subordinated to instruction, being
considered the student's learning as an end in itself: the contents and the information
they must be acquired, the models, imitated (Mizukami, 2013).

The traditional approach is characterized by the conception of education as a product,

Since the models to be achieved are pre-established, hence the absence of emphasis.
in the process. It is, therefore, the transmission of selected and organized ideas.
logically. This type of educational conception is found in several moments of
history, currently existing in different forms (Mizukami, 2013, p.11)

Thinking specifically about the content, we often find teaching proposals of

a story that presents the paths of humanity from the time of the cavemen to the present day
current, this concerning a total view of history, of everyone's history, according to the
Author this is a risk because this 'contentism ends up expressing itself in a sequence
merely chronological, fragmented, in a factual, episodic or even anecdotal version
(Cabrini et al., 2005).

We want to emphasize that the issue is not merely which historical content to address, but, above all,
how to work on this content. It is necessary to make it clear that, when we say that one should abandon the
we do not want the traditional divisions of this general history (ancient, medieval, modern, and contemporary)
to say that nothing they discuss should be treated as an object of study. Obviously, it is not a question
to fully reject, and so calmly, all that respectable body of knowledge
produced in all these centuries - which is very important for all of us. What we are proposing is
that you, professor, take a definitive 180º turn in relation to this view of historical process, which
constitutes the so-called 'traditional content', which this sequential view does not concern itself with how
to exhaust it, as it implies a conception of history that needs to be surpassed. We do not mean that,
we respect the work principles we are discussing, you cannot do, for example, a
productive exercise of historical reflection with your students, on topics such as education in Sparta
 and Athens, the so-called discovery of Brazil, etc., one of them apparently quite distant in time from its
students, and another, considered among the most traditional. (Cabrini et al., 2005, p.41-42)

After all, it is necessary to recognize the need for modernization. To do this, it is essential to renew education,

thinking about continuing education as one of the strategies that allows to remove the established,
replacing it with new theories and new practices based on a different worldview.
Higher Education. Always having study and discussion meetings as a routine of the institutions.
about the pedagogical process, involving the school community, are necessary because they bring many
information and new theories (Carvalho, 2009).

Bittencourt (2011) considers that one of the central objectives of history teaching, currently,
it relates to your contribution in the formation of identities such as the national one, which associates with

citizenship. In this sense, the various curricular proposals affirm that the
History must be responsible for the formation of the 'critical citizen' and in intellectual development
of the student, in a way that enables them to enhance their abilities to observe, describe, identify

similarities and differences between current events and those further back in time, in addition to
establish relationships between present and past.

Jacome (2007) It can be said that the historicity of knowledge is an action that is linked not
not only to the individual but also to the collective. Having epistemology as the theory of
knowledge centered on the subject who knows and the object that is known, the historicity and the
rationality is an essential category for the analysis of knowledge, as historicity and the
Rationality is linked to the man who interacts with the world to make history.
rescuing it from the ancestors to build the present and consequently make your own
history. We understand that history must be worked within the reality of an Anglo in
what individual can be part of it, which leads them to feel like an agent of history as a product and
producer and understand it with another reality through critical spirit. By revolutionizing the
In History teaching, individuals will have the ability to think differently from the usual way.
traditional, in this way, historians will form thinking and critical citizens within reality
of the world we live in.
According to Fonseca (2003), in the contemporary world it is impossible to continue seeing the school as a

simple vehicle or reflection of a dominant and unique culture, as the transformation of education
history is strategic not only in the struggle for breaking away from homogenizing practices and
criticisms, but also in the creation of new school practices. We understand history as the
study of human experience in the past and present, for history seeks to understand the
various
ways in which men and women lived and thought about their lives and their societies through the
time and space, allowing social experiences to be seen as a constant
transformation process assuming different forms, and which is the result of the actions of
Studying history is essential to understand the movement and diversity.
enabling comparisons. The objective of school historical knowledge is constituted of traditions,
ideas, symbols, and meanings that give sense to the different historical experiences” (Fonseca,
2003p. 34.

Everything is educational. Everyone educates. Society is a large educational agency.

starting from these assumptions and in the name of everyone's educational spirit, education
the school finds itself invaded by millions of master educators, educational planners,
pedagogical instruments and computational languages with educational proposals. By
it is essential that society participates in debates about applied computing
education (Almeida, 2012, p. 73).

According to Mizukami (2013), a man will only be considered integrated into a world if he knows
through information provided deemed important and useful for him, so they become
a passive receptor with the necessary and efficient information in their profession, when
privileged with this information and content can repeat them to another who does not yet possess them. The
a man, at the beginning of his life, is considered a kind of blank slate, upon which are imprinted,
progressively, images and information provided by the environment. For some authors, the
education is considered a broad process, but most of the time it is understood as
instruction, characterized as the transmission of knowledge and limited to the action of the school,

Durkheim defends the position, for example, that in the process of education, during the period
As the student attends school, he accumulates experiences that may be useful to him in the future.
of your life during and after school.

For Bonbassaro (1992) when addressing the question of 'knowledge', one must pay attention, in principle, to what it is

An intellectual activity in which man seeks to understand and explain the world that integrates him.
and surrounds it, knowledge as an intellectual activity consists of an effective process of
the rooting of man in the world. Therefore, knowledge is essential for there to be
world.
3.CHAPTER:II

The role of the teacher in the teaching of history through local monuments

Paraná (2005), for the construction of historical knowledge the teacher must organize their
pedagogical work based on various historical sources such as historical monuments
local, are of great value in the constitution of historical knowledge and can be utilized from
different ways in class.

Bastos (1997) it is necessary to think about history teaching integrating with technology, to reconcile
the social development, aiming at the historical formation of the student, as these machines do not
they can be seen in the technicist conception, in which technique is reduced to technique for technique's sake, since

the technological world today is not an absurd machine that is there to enslave the mind.
This world needs to be understood and interpreted according to the visions drawn from man.
to read the story.

France and Simon (2005), despite the resistance of some teachers, to provide the conventional
(like textbooks), the use of new technologies in education is growing both in quantity
in terms of quality, among the various methodologies that the teacher has, the computer is a
tool among those that can contribute to the process of how to do, and for the construction of
historical knowledge. Even if questioned to what extent teachers make use, and whether
they seek to verify the possibilities and limits of its use when considering the production of
knowledge through the computer. The teacher must be ready to develop the research
in a context where the teaching of history should be that place that cares about
learning carried out by the subject. Pedagogical changes are inevitable for the
development of new
skills in school, such as the use of new tools, for example, the computer. In
Meanwhile, there is according to (Libâneo, 1998, p.68) "the: [...] fear of machines and equipment
electronics, fear of depersonalization and being replaced by the computer, threat to
employment, precarious cultural and scientific training or training that includes technology.
For Reis, (2006) this stance is questionable, as the computer is merely a means that needs
Two commands from the teachers to be initiated to provide data.

Artificial intelligence and virtual reality are two computer-related technologies that
can cast a large shadow over education. Large parts of school planning can be
carried out, not by human agents, but by programs created by human agents; and much of what was
fulfilled before by compendiums and occasional outings to the countryside will now be performed in scenarios
of virtual reality. One might ask: what is the 'truth' value of materials prepared entirely?
by non-human entities? (Oliveira and Netto (2010, p.55)

According to Sant' Anna and Sant' Anna (2004), the use of teaching resources is necessary and
regardless of what the educational option is, it should be used with caution by
traditional professor, because merely using these resources is not sufficient to be considered
updated pedagogically, as it will remain subordinate to the pedagogy of transmission.

According to Pouts-Lajus (1999), it is necessary to move towards a school of success, which requires
time and that should, notably, rely on active pedagogical methods, 'potentially
generators of more pleasure than traditional methods" for the pedagogical integration of
information and communication technologies to be a success, it is necessary to conceive the school as
an institution 'of the pleasure of learning, and it is in the achievement or the reacquisition of this pleasure that the

the internet and multimedia are called to play a leading role

Lajus, 1999 cited in Gauthier; Tardif, 2010, p. 339.

Gauthier and Tardif (2010), the school's mission is to better prepare future citizens for the
millennium challenges, it has the obligation to promote the association between technologies of
information and communication and pedagogy, and to take advantage of this taste aroused by these new
technologies. The school cannot ignore technologies, under penalty of being discredited, it cannot
but ignoring what happens in the world, as new technologies transform the ways of
communication, of work, of decision and of thinking, (Perrenoud, 1998 apud Gauthier, Tardif,
2010).
Ultimately, it is essential that the school is always ahead in a society where knowledge
scientists become outdated in a short period of time, it is unacceptable that just the
school, a place where knowledge should be produced, stays on the sidelines of the greatest source of

information and be unable to guide its use, (Ferreira, 1997).

CHAPTER: II
4. The teacher's posture in the subject of history

The teacher-student relationship is vertical, where the teacher holds the decision-making power regarding

methodology, content, assessment and how to interact in the classroom, etc. It is the teacher's responsibility

inform and guide your students and direct them towards external goals, the relationships exercised in
classrooms are made longitudinally, based on the master of their command, plays the role
as a mediator between each student and cultural models. The methodology used is characterized by
education through the transmission of cultural heritage, through confrontation with models and reasoning

elaborated, often based on the teacher's lecture and demonstrations to the class
which already brings the prepared content, the student receives the information passively. The product of

learning is a fundamental point of this process. The reproduction of the content done by the student,
automatically and without variations, often considered a sufficient indicator that
There was learning in a process of 'giving lessons' and in 'taking lessons', with that they are repressed.
with the elements of emotional or affective life for considering themselves impediments to a good and useful

direction of teaching work. The evaluation is predominantly conducted aiming at accuracy of

reproduction of the content received in the classroom through tests, exams, oral calls,
exercises etc., thus the exam becomes an end in itself and the ritual is maintained (Mizukami,
2013).

In traditional pedagogy, the teacher takes an authoritarian stance. School knowledge is

something that is possessed. The students who do not possess this knowledge will receive it, in an attitude

passive assimilation of everything the teacher teaches in the classroom. In this sense, the
students learn to the extent that they are able to reproduce the knowledge transmitted by
professor. The content that the professor does not work on in the classroom goes beyond the
possibilities of the students, and what the teacher teaches should be taken as truth
absolute and unquestionable. (Moreira and Vasconcelos, P.38)

According to Masetto (2012), the teacher is trained to value content and teachings above
everything, prioritizing the technique of expository teaching to convey lessons, the assessments are
made in the form of tests to verify the degree of assimilation of the student, as in the courses themselves
teacher training (degree programs) assert, without hesitation, that the
It is important for a teacher to have mastery of the content, the thought is that
taking pedagogical subjects, the obligation is to obtain the bachelor's degree
exercising the teaching profession without adding value to teaching competence.

According to Freire (1996), the democratic educator in their teaching practice should reinforce the ability
student criticism. One of the primary tasks of the educator is to work on
the methodological rigor with which they must approach cognizable objects, because teaching
does not exhaust itself in the treatment of the object or the content, poorly grounded, but extends to

production of the conditions in which critical learning is possible. For Freire, (1996, p. 14)
these conditions imply or require the presence of educators and creative learners,
instigators, restless, rigorously curious, humble and persistent.

According to Mantoan (2006), the vast majority of teachers still have a functional view of
teaching, "it has speaking, copying, and dictating as basic pedagogical didactic resources. It is a
speaker professor, identified with the logic of distribution of education and who practices the
unidirectional pedagogy from A to B and from A about B," in the years of 1978 (Freire, apud, Mantoan,
2006, p.52). This practical work scheme applied in their classes feels threatened with
the rupture of this old method, initially rejecting it.

Therefore, Vitaliano (2007) concludes that the pedagogical training of university professors,
must always be thought of in order to collaborate with them so that they can develop a
more thoughtful and committed pedagogical practice with the requirements of the current context.

Jacomel (2007) emphasizes the need to address historical knowledge in the classroom.
intellectual formation of the student, providing development in the understanding of reality
historical-social. We understand it as a significant challenge for the history teacher to build
a reflective and dynamic practice that achieves the objectives proposed by educational guidelines.
It is in the classroom space that teachers and history students transcend limits aiming at
the construction of knowledge.
The History teacher should teach with a critical perspective, thereby achieving a new model.
of teaching modifying the old paradigms that constituted the old way of teaching. There is a
expansion of the field of history taught through the search for new themes, the pluralization
the sources used. The multiplicity of readings and historiographical conceptions present in
academic bibliography has been more incorporated into history teaching through books
paradidactic materials and materials for widespread dissemination. The unique and globalizing story that prioritizes the

heroic vices and national myths begin to be combated, the tendency is to occur a
resizing in the past/present relationships in the taught history.

Currently, the goal of teachers and students is to discuss the study of different realities.
history from the issues of the present as a way to recover the past and the self
meaning of history. With the use and incorporation of different languages such as: discussion and
interpretation of events/news and, above all, the meaning of the cultural industry in
Our society, students and teachers dive into a level of high information.
essential proportions in the daily classroom work, (Guimarães, 2013).
CONCLUSION

Finding the project concludesthat

in Mozambique we have little knowledge of local knowledge
In the teaching of history, there is consequently a significant number at the school level.
students who have difficulties in identifying contents of local history however the
the idea of this work is to create conditions for these challenges to be overcome given that, it is
It is necessary to integrate local history content into the teaching of history.
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Alex Silva Costa. Anagram Magazine. In: THE IMPORTANCE OF HISTORY TEACHING
IN SCHOOLS AND THEIR IMPLICATIONS IN SOCIAL LIFE. Year 5 - Edition 2 - São Paulo
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4. Carlos Jordan Lapa Alves & Geder da Rocha Rosa. A REFLECTION ON TEACHING
OF HISTORY: A CASE STUDY OF THE TEACHING PROCESS-
LEARNING. OPET. 2016

DUARTE_ Stela & MACIEL_Carla Cross-Cutting Themes in Mozambique: Education,

Peace and Citizenship. In: CHAMO jose. Local knowledge and the initial training of teachers
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6. Lakatos, Eva Maria. Fundamentals of scientific methodology. 5th ed. Atlas Publisher. São
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A New View of Local History Narrative: Writing History

in Cummington, Massachusetts, (February).

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9. Siti Ma’unah, Nurul Umamah, Sumardi, and Riza Afita Surya, “The Enhancement of
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