Made available in DSpace on 2015-05-14T12:23:08Z (GMT). No. of bitstreams: 1 ArquivoTotalEmanuel.pdf: 2120034 bytes, checksum: 9b7e0f6441b0f237b8b34414425af41a (MD5) Previous issue date: 2013-08-31 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / This study situated in the research field of History Teaching and Historical Knowledge of the History Post-graduation Course of Universidade Federal da Paraíba, and concentrated in History and Historical Culture has the aim of analyzing the repercussion of the historiography of the English Historian Edward Palmer Thompson in Brazil, specifically, his concept of experience. The period chosen to be analyzed goes from 1980 up to 1998. In order to evaluate how this repercussion movement happened, we dealt with the historiographical production of the Brazilian Historian, Sidney Chalhoub, as well as his contribution as a Professor and the participation of Universidade Estadual de Campinas (Unicamp) as the disseminator and propagator institution of Thompson s historiography in the country. In addition to the history works, we used as resources for this study, the interviews with Chalhoub, the ementas of the programs of the disciplines taught in the History Course of Unicamp in the period of 1980-1998 that were filed in the Secretaria de Graduação da Unicamp. This dissertation has been inspired by the historiographical studies and it is present in the history of historiography. / Este trabalho vinculado à linha de pesquisa Ensino de História e Saberes Históricos do Programa de Pós-graduação em História da Universidade Federal da Paraíba, com área de concentração em História e Cultura Histórica tem por objetivo analisar a repercussão da historiografia do historiador inglês Edward Palmer Thompson no Brasil, em especial o seu conceito de experiência. O recorte escolhido começa no ano de 1980 e vai até o ano de 1998. Para avaliarmos como se processou esse movimento de repercussão, abordamos, em nossa análise, parte da produção historiográfica do historiador brasileiro Sidney Chalhoub, assim como a sua atuação como professor universitário, e a participação da Universidade Estadual de Campinas (Unicamp) como instituição irradiadora e difusora da historiografia de Thompson no país. Além das obras de história, utilizamos como fontes para este trabalho, entrevistas realizadas com Chalhoub e as ementas dos programas das disciplinas ministradas no curso de História da Unicamp no período 1980-1998, que se encontram arquivadas na Secretaria de Graduação da Unicamp. A dissertação tem como inspiração os estudos historiográficos e insere-se no campo da história da historiografia.

Made available in DSpace on 2015-05-14T12:23:19Z (GMT). No. of bitstreams: 1 arquivototal.pdf: 2010941 bytes, checksum: 5487a32f7f60369ca5ab6818f58a53f8 (MD5) Previous issue date: 2010-07-23 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / This work discusses the process of political emergence of the cocalero movement in Bolivia, specifically of the peasant coca growers whose production is centered in the tropical valleys of the department of Cochabamba, in the Chapare region. Assuming that the study of the cocaleros' own experiences is a key to understand the development of their identity and their making of as a subject of collective action, we analyzed the changes and reconfigurations within that broad contemporary social movement, amid the reality of direct struggles against the Bolivian neoliberal state. The experiences of the cocaleros during the 1980s, in the context of the War on Drugs held by the U.S. led them to assume, first, a defensive posture against attempts to eradicate their source of livelihood; which gradually took the form of a political project itself, based on demands of recognition of the indigenous nations from the Andes, greater political participation of popular segments and advocacy of a historical culture based on the ancestrality of their practices and worldview. The time frame of our research covers the period from 1995, year in which was founded the ASP the Asamblea por la Soberanía de los Pueblos, organization that would lead the instrumento político cocalero called MASIPSP, or Movimiento al Socialismo - Instrumento Político por la Soberanía de los Pueblos until the year 2006, when the presidential candidate for the MAS-IPSP assumed for the first time the most important political office in the country. The dissertation has as inspiration the productions and reflections of authors (writers and filmmakers) who belong to the specific regionality known as the South, which, like the Bolivian social movements, perceive Latin America and other regions of the world as places incorporated in a subordinate way to the process of hegemonic globalization finding that leads to an imminent reflection on possible prospects of sociopolitical, economic, cultural and epistemic decolonization of these regions. / Este trabalho discute o processo de emergência política do movimento cocalero na Bolívia, especificamente dos camponeses plantadores de coca cuja produção está centrada nos vales tropicais do departamento de Cochabamba, na região do Chapare. Partindo do pressuposto que o estudo das experiências próprias dos cocaleros constitui um elemento fundamental para compreendermos a elaboração de sua identidade e o seu fazer-se como sujeito de ação coletiva, buscamos analisar as transformações e reconfigurações no interior desse amplo movimento social contemporâneo, em meio à realidade de embates diretos contra o Estado neoliberal boliviano. As experiências vivenciadas pelos cocaleros a partir da década de 1980, no contexto da guerra ao narcotráfico defendida pelos EUA, levaram-lhes a assumir, primeiramente, uma postura defensiva frente às tentativas de erradicação de sua fonte de subsistência; que gradualmente assumiu a forma de um projeto político próprio, baseado em demandas de reconhecimento das nações originárias andinas, de maior participação política das camadas populares e na defesa de uma cultura histórica fundamentada na ancestralidade de suas práticas e cosmovisão. O recorte temporal de nossa pesquisa abrange o período de 1995, ano em que foi fundada a ASP a Asamblea por la Soberanía de los Pueblos, organização que daria origem ao instrumento político cocalero chamado MAS-IPSP, ou Movimiento al Socialismo - Instrumento Político por la Soberanía de los Pueblos até o ano de 2006, quando o candidato à presidência pelo MAS-IPSP assumiu pela primeira vez o cargo político mais importante do país. A dissertação tem como inspiração as produções e reflexões de autores (escritores e documentaristas) que integram a regionalidade específica conhecida como Sul, os quais, assim como os movimentos sociais bolivianos, percebem a América Latina e outras regiões do mundo como localidades incorporadas de maneira subalterna ao processo de globalização hegemônica constatação que conduz a uma iminente reflexão sobre possíveis perspectivas de descolonização sociopolítica, econômica, cultural e epistêmica dessas regiões.

Made available in DSpace on 2015-05-14T12:23:20Z (GMT). No. of bitstreams: 1 arquivototal.pdf: 728476 bytes, checksum: 13adb5493116b5cb3d2115266d73c83a (MD5) Previous issue date: 2008-06-27 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / This dissertation thesis reflects upon the Great War (1914 1918), from the Historiography, analyzing the romances All Quiet on the Western Front, written by Erich Maria Remarque and A Farewell to Arms, written by Ernest Hemingway, and, consequently, their constructed memories. Both the Historical and the Literary knowledge relates to group and individual experiences from the present and the past. Since they reflect upon the past, they contribute to the construction of historical cultures. The extension, the length and the brutality of the First World War, characterized as a paradigmatic moment in the 20th century, has contributed for the construction of historical cultures that, aside their ifferences, question and search for a comprehension of the historical moment. / Este trabalho consiste em uma reflexão sobre a Grande Guerra (1914-1918), a partir da historiografia, dos romances Nada de Novo no Front, de Erich Maria Remarque e Adeus às Armas, de Ernest Hemingway e, conseqüentemente, das memórias engendradas por eles. Tanto o conhecimento histórico quanto o literário se relaciona com experiências individuais e coletivas do presente e do passado. Na medida em que ambos refletem sobre o passado, contribuem para a construção de culturas históricas. A Primeira Guerra Mundial se caracteriza como um momento paradigmático, do século XX, no qual a extensão, a duração e a brutalidade do conflito colaboraram para a construção de culturas históricas, que independentemente dos caminhos percorridos, questionam e procuram compreender este momento.

Made available in DSpace on 2014-07-29T15:14:25Z (GMT). No. of bitstreams: 1 Miriam Bianca Amaral Ribeiro.pdf: 2240121 bytes, checksum: 4cd005130d0f452c8c0b9afcde439cc1 (MD5) Previous issue date: 2011-11-19 / This thesis investigates the history of the Teaching of History in Goiás, covering the period extending between the creation of the School of Goiás, in 1846, and the publication of the work Goyaz, Heart of Brazil, Ophelia Socrates Monteiro do Nascimento in 1934, first history textbook for children of Goiás. With reference to the concept of historical culture, the relationship between work history and Goias in Brazil, History of Education History and taught history. This was possible from the consideration of the possibility of a history taught inside and outside the classroom, which led to the examination of the existing school in Goias and history taught in it, at all levels of schooling, as well as the history taught to those who had never entered such a room, but walked the streets, watched or participated in parades, celebrations and events, he heard bells or gun salutes memorial bells, monuments found or read or heard news reports and comments, or even followed the same burial or rested on holidays. Our aim was also to identify the birth of the History of Goiás in the context of the history taught in the state as a whole, which in fact was possible through research. The sources addressed were raised at the Historical Archive Office and the State Literary Goiás, where collections were consulted newspapers, official documents and bibliographies. / Esta tese investiga a História do Ensino de História em Goiás, abarcando o período que se estende entre a criação do Liceu de Goiás, em 1846, e a publicação da obra Goyaz, Coração do Brasil, de Ofélia Sócrates do Nascimento Monteiro, em 1934, primeiro livro didático de história de Goiás para crianças. Tendo como referência o conceito de cultura histórica, trabalha a articulação entre História do Brasil e de Goiás, História da Educação e a História da história ensinada. Isso foi possível a partir da consideração da possibilidade de uma história ensinada dentro e fora da sala de aula, o que levou ao exame da escola existente em Goiás e da história nela ensinada, em todos os níveis de escolaridade, assim como a história ensinada a quem jamais adentrou um recinto dessa natureza, mas percorreu as ruas da cidade, assistiu ou participou de desfiles, eventos e celebrações, ouviu salvas de tiros ou badaladas comemorativas dos sinos, observou monumentos, leu ou ouviu notícias de jornal e seus comentários, ou até mesmo seguiu enterros ou descansou em feriados. Nosso objetivo também era identificar o nascimento da disciplina História de Goiás no contexto da história ensinada no estado como um todo, o que de fato foi possível através da investigação. As fontes tratadas foram levantadas no Arquivo Histórico Estadual e no Gabinete Literário Goiano, onde foram consultados acervos de jornais, documentos oficiais e bibliografias.

The aim of this master thesis is to analyze how and why Scandinavian-American history has been used in exhibitions in both Scandinavia and the United States after the end of the Great Migration. More specifically, the thesis deals with the Swedish and American exhibitions of the controversial Kensington Rune Stone, discovered in Minnesota in 1898. Despite the fact that its authenticity has been disputed by academic expertise, it has been displayed by many prominent actors. The Rune Stone is one of many purportedly pre-Columbian artifacts found in the United States. Moreover, it is an identity marker, harboring many kinds of identity constructions. The thesis therefore focuses on the meanings that the Rune Stone has been charged with since its discovery, as historical culture and in specific exhibits, on how it has been displayed, and on why it has been exhibited at  national museums in both Sweden and the United States.  The principal source materials are five exhibitions of the Kensington Rune Stone. Through an analysis of previous research about the Rune Stone, four dimensions in the historical culture surrounding the Stone have been isolated, which are used as theoretical tools in the analysis. Hence, the previous research is viewed as secondary source materials. Structured into two phases, the analysis highlights both the making of the exhibits and the public display settings. The study shows why the actors considered the Rune Stone important, which dimensions of the historical culture that were activated, and how the actors narrated the history to the public.  This master thesis argues that the Scandinavian-American use of history consists of several dimensions and should be comprehended within a transnational context. The exhibitions of the Kensington Rune Stone differ significantly from each other. From a Swedish point of view, the uses of the Rune Stone in America, as part of a “Viking discourse”, may be regarded as both vulgar and incorrect. However, this study shows that all exhibitions have had common implications. The uses of history take place within national and regional contexts and discourses, but the historical culture is hybridized and entangled across national borders. Consequently, the pre-Columbian historical culture has accompanied the Rune Stone when it moved between cultural contexts.

This study has a multicultural and intercultural orientation. The aim of the study is to investigate the thoughts and experiences of newly arrived Afghan pupils in encountering history and cultural heritage in Sweden. The study is therefore based on a student ́s perspective. Interviews used as a method that are of a qualitative nature. It is a type of group interview, called focus interviews. The method allows the participants ́ collective and shared thoughts, feelings and experiences to be expressed. The material of the essay consists of recorded interviews with two student groups, primary school students and high school students. The theoretical concepts that used are historical consciousness, use of history and historical culture. The result shows that it is not easy for youths to live according to the norms and values of the new society. Learning about the country ́s history and culture becomes possible by knowing the language. In the light of their experiences from their homeland they appreciate diversity and freedom of religion. For these young people history is an important and exciting subject, but it becomes more interesting if it is about their original country and history. During the study it became obvious that the pupils belong to the folk group of hazara. The older generation had a crucial role in their historical culture to tell their children about a unique history: discrimination, persecution and genocide of hazara people. The collective story is reinforced and communicated through the new generation. The history of the genocide that exists in the world of youths is very significant for the hazara people ́s identity and community. / Den föreliggande undersökningen har en mångkulturell och interkulturell inriktning. Syftet med studien är att undersöka nyanlända afghanska elevers tankar och upplevelser i mötet med historia och kulturarv i Sverige. Som metod används intervju som är av kvalitativ karaktär. Den typ av intervju som används kallas för fokusgruppsintervju. Metoden låter deltagarnas kollektiva och gemensamma tankar, känslor och erfarenheter att komma till uttryck. Uppsatsens material utgörs av inspelade intervjuer med två elevgrupper, grundskoleelever respektive gymnasieelever. Studiens teoretiska begrepp är Historiemedvetande, historiebruk och historiekultur. Av resultatet framgår det att det inte är lätt för ungdomarna att leva enligt det nya samhällets normer och värderingar. Att lära sig om landets historia och kultur blir möjligt genom att behärska språket. Mot bakgrunden av sina erfarenheter från hemlandet uppskattar de mångfalden och religionsfriheten. För ungdomarna är historia ett viktigt och spännande ämne men det blir mer intressant om det handlar om deras ursprungliga land och historia. Under undersökningen blev det tydligt att eleverna tillhör folkgruppen hazara. Den äldre generationen hade en avgörande roll i sin historiekultur att berätta för sina barn om en unik historia: diskriminering, förföljelse och folkmord mot hazarer. Den kollektiva berättelsen förstärks och förmedlas genom den nya generationen. Historien om folkmordet som existerar i ungdomarnas värld har stor relevans för hazarabefolkningens identitet och gemenskap.

Denna uppsats har som syfte att analysera historielärares upplevelser av möten med olika historiekulturer i multikulturella klassrum och identifiera att deras didaktiska strategier för att bemöta dessa. Undersökningen utförs i tre steg bestående av en förundersökning, en enkät och sedan två samtalsintervjuer. Undersökningen riktar sig till gymnasielärare i ämnet historia och söker de lärare som bemött olika historiekulturer i klassrummet samt hur de tänker kring undervisningsupplägg, utmaningar, möjligheter och strategier. Studien kommer fram till att historiekulturella yttringar synliggörs genom elevernas bristande förkunskaper, genom att elever inte känner igen sig i den historia som presenteras och diskuteras under lektionerna samt konflikter och känsloyttringar relaterat till olika perspektiv och tolkningar av historien. Undersökningen visar även att majoriteten av de deltagande lärarna ser möjligheter med att ha flera historiekulturer närvarande i klassrummet och påstår att det öppnar upp för fler perspektiv, vilket alla elever gynnas av. Detta dels då eleverna får ett bredare historiemedvetande, dels blir erbjudna flera historiska narrativ. De strategier som presenteras för att möta och hantera olika historiekulturer i undervisningen handlar till stor del om att läraren behöver bygga goda relationer med eleverna, utveckla ett tryggt klassrumsklimat samt att gruppen känner sig trygga med varandra, för att kunna diskutera historiekulturella skillnader på ett respektfullt och givande sätt. Undervisningen bör även strategiskt planeras utifrån vilken grupp som undervisningen ska ske i. Detta för att undvika att någon känner sig kränkt, eller konflikter mellan elever uppstår. Trots att historiekulturella skillnader kan uppfattas som känsliga eller konfliktsskapande, visar undersökningen att lärare finner det av ytterst stor betydelse att visa på olika historiska perspektiv för att göra ämnet relevant för alla elever i klassrummet. / The purpose of this essay is to analyze history teachers' experiences of encounters with different historical-cultures in multicultural classrooms, and to identify their didactic strategies to respond to these. The study is carried out in three stages consisting of a preliminary survey, a questionnaire survey and then two face-to-face interviews. The study is aimed at highschool teachers in the subject of history and is searching for teachers who have dealt with different historical-cultures in the classroom and how they think about teaching methods, challenges, opportunities and strategies. The study concludes that historical-cultural differences can be expressed through out a lack of prior knowledge, through students not recognizing themselves in the history that is presented and discussed during the lessons. The study also shows through conflicts and emotional expressions related to different perspectives and interpretations of history. The survey then shows that the majority of the participating teachers sees opportunities in having several historical-cultures present in the classroom and believe that it opens up more perspectives, which all students can benefit from. This is because the students gain a broader awareness of history and feel that they are not presenting a "proper historical narrative". The strategies that are presented for meeting and dealing with different historical-cultures in teaching are largely about the teacher needing to build good relationships with the students and developing a safe classroom climate. It´s also important that the group is safe with eachother, in order to be able to discuss historical cultural differences in a respectful and rewarding way. The teaching should also be strategically planned based on which group the teaching will take place in. This is to avoid anyone feeling offended, or conflicts between students to occur. Despite the fact that historical and cultural differences can be perceived as sensitive or conflict-creating, the survey shows that teachers find it extremely important to show different historical perspectives in order to make the subject relevant to all students in the classroom.

This dissertation investigates the negotiation of history within the history textbook revision conducted by the Norden Associations between 1919 and 1972. The thesis combines an examination of the discussions surrounding the revision with an understanding of the organization of the revision process to study the negotiations between representatives of different historical cultures and the conditions within these historical cultures.  At the end of World War I, the teaching of history was challenged by internationalists and school­teachers as a chauvinistic and warmongering subject. The war was a catalyst for the emergence of history textbook revisions in general, and in the Nordic countries the war also became a catalyst for efforts to promote Nordic understanding and cooperation. These two outcomes of the war experience merged in the Norden Associations’ history textbook revision. The revision was promoted as both an effort to reach an agreement on a common Nordic history and an effort to present to the international community a peaceful corner of the world.  The theoretical framework of this dissertation draws on the concept of the nation as an imagined community and sees national historical cultures as being reflective of the community at that time and place. The discussions of historical events in the thesis are treated as motifs of a national myth, and they are scrutinized as part of the cognitive, political, and aesthetic dimensions of historical culture. The organizational features of the revision are studied through a network analysis of the organizational field.  Prior to World War II, involvement in the revision was reserved almost exclusively for historians. From the end of the 1950s, however, the initiative shifted towards teachers and teacher trainers. This dissertation shows that the revision was organized with an emphasis on national boundaries even though the revision itself was an effort to transcend these boundaries.  The results of this thesis show that the history within the revision was such an integral part of national identity that it was almost impossible to reach any understanding of a common Nordic history. Most motifs, such as the nation’s founding, liberation, golden age, and decline, within the individual national myths had very little common ground and they often contradicted each other. The debates in regards to historical events were also highly political. The historians involved in the revision process could not see past their own national context and were not able to approach the subject from a purely methodological or scientific stance. Pedagogical issues in the textbooks were almost completely ignored.  In conclusion, the history textbook revision conducted by the Norden Associations should probably be seen as a defense of nationalistic hegemony in the understanding of history and cultural identity instead of as a challenge to that hegemony. In addition, the decline in impact of the textbook revision in the 1960s can be explained as a result of this nationalistic identity giving way to the prosperity of a new hegemony that was more liberal, Eurocentric, and global. / Historia utan gräns: Den internationella historieboksrevisionen 1919-2009

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / Este trabalho procura conhecer os caminhos pelos quais a história do movimento político-militar Farroupilha (1835-1845) foi escrita. Situando essa busca na produção historiográfica do século XIX, optamos por enfatizar o papel da obra biográfica História do General Osório, nesse processo. Escrita por Fernando Luis Osório sobre seu pai, o marquês do Herval, Manoel Luis Osorio e publicada em 1894, o primeiro volume da narrativa biográfica da vida do General Osorio possuí 7 capítulos sobre sua participação nos conturbados quase 10 anos do movimento Farroupilha. É nesses capítulos que concentramos nossa analise, buscando estabelecer o como essa narrativa participou do processo que delegou à Farroupilha um local de destaque na cultura histórica riograndense como experiência histórica valorosa, que lhe permite ser lembrada, narrada e comemorada em festa patriótica até hoje. Dessa forma, procurou-se estabelecer as bases dessa cultura histórica e o papel da Farroupilha junto à ela. Da mesma maneira, visitamos a produção historiográfica do XIX na intenção de compreender seu papel no estabelecimento de valor para o movimento. Analisamos as possibilidades historiografias da obra e as características principais da narrativa como o uso documental, o narrador, as discussões historiográficas e o personagem General Osorio que ali é construído. Identificamos na obra de Fernando Luis Osório impulsos historiográficos característicos do XIX, buscamos relações entre a narrativa ali desenvolvida e a história da Farroupilha e pensamos a participação da mesma no estabelecimento do espaço valoroso dado ao movimento na cultura histórica riograndense de fins do oitocentos. / This paper seeks to understand the ways in which the history of the political military movement known as Farroupilha (1835-1845) was written. Situating this research in the historiography production of the 19th century, we opt to emphasize the role of the biographical work História do General Osório in the process. This work was written by Fernando Luis Osório about his own father, the marquis of Herval, Manoel Luis Osorio being published in 1894. The first volume of biographical narrative of the life of General Osorio is composed of 7 chapters about his participation in the almost 10 year long movement Farroupilha. It is in these chapters that we focus our analysis in order to establish the role of this narrative in the process that positioned the Farroupilha in a prominent place in riograndense cultural history as a valuable historical experience. This, in turn, allows it to be remembered, recounted and celebrated in patriotic party to present day. Thus, we tried to establish the foundations of this particular historic culture and the role of Farroupilha in her. Likewise, we visited the historiographical production of the 19th century in an attempt to understand its role in establishing value for the movement. We analyzed the historiographical possibilities of this work and ist main characteristics such as the use of documentary narrative, the narrator, the historiographical discussions and the character General Osório that was built. We identified in the work of Fernando Luis Osório historiographical impulses characteristic of the 19th century, sought the relationships between the narrative developed in his work and the history of the Farroupilha movement. Finally we tried to understand its role in the establishment of the valuable place given to the movement in riograndense historical culture of the late 19th century.

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / Este trabalho procura conhecer os caminhos pelos quais a história do movimento político-militar Farroupilha (1835-1845) foi escrita. Situando essa busca na produção historiográfica do século XIX, optamos por enfatizar o papel da obra biográfica História do General Osório, nesse processo. Escrita por Fernando Luis Osório sobre seu pai, o marquês do Herval, Manoel Luis Osorio e publicada em 1894, o primeiro volume da narrativa biográfica da vida do General Osorio possuí 7 capítulos sobre sua participação nos conturbados quase 10 anos do movimento Farroupilha. É nesses capítulos que concentramos nossa analise, buscando estabelecer o como essa narrativa participou do processo que delegou à Farroupilha um local de destaque na cultura histórica riograndense como experiência histórica valorosa, que lhe permite ser lembrada, narrada e comemorada em festa patriótica até hoje. Dessa forma, procurou-se estabelecer as bases dessa cultura histórica e o papel da Farroupilha junto à ela. Da mesma maneira, visitamos a produção historiográfica do XIX na intenção de compreender seu papel no estabelecimento de valor para o movimento. Analisamos as possibilidades historiografias da obra e as características principais da narrativa como o uso documental, o narrador, as discussões historiográficas e o personagem General Osorio que ali é construído. Identificamos na obra de Fernando Luis Osório impulsos historiográficos característicos do XIX, buscamos relações entre a narrativa ali desenvolvida e a história da Farroupilha e pensamos a participação da mesma no estabelecimento do espaço valoroso dado ao movimento na cultura histórica riograndense de fins do oitocentos. / This paper seeks to understand the ways in which the history of the political military movement known as Farroupilha (1835-1845) was written. Situating this research in the historiography production of the 19th century, we opt to emphasize the role of the biographical work História do General Osório in the process. This work was written by Fernando Luis Osório about his own father, the marquis of Herval, Manoel Luis Osorio being published in 1894. The first volume of biographical narrative of the life of General Osorio is composed of 7 chapters about his participation in the almost 10 year long movement Farroupilha. It is in these chapters that we focus our analysis in order to establish the role of this narrative in the process that positioned the Farroupilha in a prominent place in riograndense cultural history as a valuable historical experience. This, in turn, allows it to be remembered, recounted and celebrated in patriotic party to present day. Thus, we tried to establish the foundations of this particular historic culture and the role of Farroupilha in her. Likewise, we visited the historiographical production of the 19th century in an attempt to understand its role in establishing value for the movement. We analyzed the historiographical possibilities of this work and ist main characteristics such as the use of documentary narrative, the narrator, the historiographical discussions and the character General Osório that was built. We identified in the work of Fernando Luis Osório historiographical impulses characteristic of the 19th century, sought the relationships between the narrative developed in his work and the history of the Farroupilha movement. Finally we tried to understand its role in the establishment of the valuable place given to the movement in riograndense historical culture of the late 19th century.