Sequência didática sobre a História da Siderurgia brasileira

Abstract

The educational product 'Didactic Sequence on the History of Brazilian Steelmaking' was developed within the Postgraduate Program in Professional and Technological Education (ProfEPT) at the Federal Institute of Minas Gerais – Ouro Branco Campus. It arose from the need to integrate technical content from the Steelmaking course with historical, social, and economic aspects, promoting more meaningful and critical learning. The proposal was initially applied in the technical Metallurgy course of the Integrated High School (EMI), as part of a research project aimed at understanding how curriculum integration can contribute to the holistic development of students. The connection between the History of Steelmaking and the technical processes of steel production can broaden students' understanding of the role of industrialization in Brazil's socioeconomic development, while also helping to develop a critical awareness of the world of work. Although it was designed in this specific context, the teaching sequence was structured flexibly, so it can be adapted to each teacher's and course's reality. The invitation here is for teachers from different areas to use this material as a starting point, adjusting activities, resources, and reflections according to their pedagogical needs and the profile of their students. This material is organized into six 50-minute lessons, following a chronological order that goes from the historical background of iron production in Brazil to the impacts of the steel industry in the city of Ouro Branco. To support the approach to the content, each thematic axis is accompanied by different resources and teaching strategies. Among these resources are concepts, videos, visual materials, fun facts, moments for reflection, and supplementary activities, all chosen according to the characteristics and goals of each stage. This organization aims to link the presentation and systematization of historical knowledge with resources that can encourage student participation and interaction.