摘要：O presente trabalho pretende relatar uma experiência escolar que utilizou como referência a Educação Patrimonial. Como conteúdo abordado, procuramos contextualizar para os alunos do ensino fundamental a Cidade de Pelotas - RS no século XIX. Uma cidade charqueadora e escravocrata com relação à qual tomamos ciência, através de documentos oficiais e estudos bibliográficos, dos processos de repressão dos Senhores para com seus escravos, e da luta e resistência dos mesmos. Para tal, utilizamos o Mito de Nioro, pois o mesmo conta de uma forma poética a situação do negro em fins da escravidão e pós-abolição na região, citando especificamente o Bairro Balneário dos Prazeres, também conhecido como Barro Duro em Pelotas-RS. Nosso objetivo ao utilizarmos esse Mito é fazer dele um instrumento didático-pedagógico para o cumprimento da lei 11645/2008, que versa sobre o ensino da história e da cultura afro-brasileira e indígena nas escolas. Abstract: This work intents to report a school experience about Heritage Education. In it, we seek to contextualize elementary students, of Pelotas’ City in the 19th century. Its economy is based in a slave work and dried salt meat. Official documents and specialized literature reveals us the repression imposed by the slavelords, as well as the slaves’ struggle and resistance. Therefore, we used the Myth of Nioro, because it tells us, in a poetic way, about the situation of the Black people at the end of slavery and in the post-abolition period in this region. It refer to specifically the “Balneário dos Prazeres” district, also known as “Barro Duro”. Our purpose in using this myth is to make its a didactic and pedagogical tool for to execute the law 11645/2008, that says about the History’s teach and of the African-Brazilian and indigenous culture in the schools.
其他摘要：This work intents to report a school experience about Heritage Education. In it, we seek to contextualize elementary students, of Pelotas’ City in the 19th century. Its economy is based in a slave work and dried salt meat. Official documents and specialized literature reveals us the repression imposed by the slavelords, as well as the slaves’ struggle and resistance. Therefore, we used the Myth of Nioro, because it tells us, in a poetic way, about the situation of the Black people at the end of slavery and in the post-abolition period in this region. It refer to specifically the “Balneário dos Prazeres” district, also known as “Barro Duro”. Our purpose in using this myth is to make its a didactic and pedagogical tool for to execute the law 11645/2008, that says about the History’s teach and of the African-Brazilian and indigenous culture in the schools.
