TELL ME MORE ABOUT THIS! THE NECESSARY RECOVERY OF THE TEACHING OF THE HISTORY OF THE AMAZON

Abstract

This article analyzes the process of exclusion of the subject Foundations of the History of the Amazon (FHA) from the curriculum of municipal schools in Manaus, examining its impacts on the teaching of Regional and Local History and on students’ historical education. Grounded in the contributions of Social History and studies on curriculum and History teaching, the paper understands school historical knowledge as a specific form of knowledge produced at the intersection of educational policies, school practices, and power disputes. The research engages with academic studies that address the presence — or absence — of Amazonian History in school curricula, as well as legislation and curricular reforms affecting Elementary Education in the municipality. The findings indicate that the exclusion of FHA is associated with the prioritization of curriculum components linked to educational performance indicators, the reduction of Humanities class hours, and the limited participation of History teachers in decision-making processes. Despite this context, the study highlights forms of teacher resistance that sustain the teaching of Amazonian History within schools. It concludes that the recovery of Regional and Local History teaching represents a political and pedagogical struggle for the recognition of the Amazon as a legitimate space of historical and educational production.