This article, based on the studies of local histories, approaches the process ele-ments that organize a mystified and selective narrative about the poor workers from the small counties of Figueira-PR and Tejupá-SP. From this viewpoint, we propose to offer a double focus on the History of Work and the Local History as a means of confronting rigid curricular prescriptions on constructing spaces of reframing the learning History school. Centered on the concepts of memories and identifications, History teaching is understood as a space of overcoming selective traditions that wrest the reality. In this sense, we defend a History teaching school that allows Basic Education students to understand the senses of the narratives that surround their experiences and that provides the formation of individuals able to act critically and autonomously.
