As nor the professor nor the pupil they know much thing of Local History, both are remained in the unfamiliarity. Therefore they are unaware of the region. Two things are necessary to the professor: first to distrust of books produced for curious; later knowing for where to come back its eyes. Of which region if it is wanting to study history? When we say of basic education the region cannot very be ample, therefore the notion of the universal one still is in if developing in the student. Thus looking at Local History it can be one I assist in the contextualizao. Therefore it is good for initiating in the surrounding world and gradual to extend horizontes. in ralao to books available, to verify if the author it possesss some historical formation or it only reproduces why it lived the fact or it heard to speak or, worse still, it only recounts what he is counted in other books.
One form that can be efficient is to start for the space and time where the student is situated e, slowly, to extend horizontes: Street, quarter (or the small farm, the line), city, state and alone later introducing the information on Brazil and world. This implies to say that the world from the local universe is looked at. This implies to say that the ideal is to only start not accurately and with history, but with a physical notion of geography. A form to make this is simultaneously to show the maps of the city to the side of the map of the state, Brazil and the world. It is treated to help in the geographic contextualizao of the universe of the child. Thus it will perceive itself in relation with the world and the too much people of the world where she lives.