Dissertações em Ensino de História (Mestrado Profissional) - PROFHISTÓRIA/Ananindeua
URI Permanente para esta coleçãohttps://repositorio.ufpa.br/handle/2011/9263
O Mestrado Acadêmico pertence ao Programa de Pós-Graduação em Mestrado Profissional em Ensino de História (PROFHISTÓRIA) do Campus Universitário de Ananindeua da Universidade Federal do Pará (UFPA).
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Item Acesso aberto (Open Access) Decolonizando a África: o uso da tecnologia educacional para uma educação antirracista no ensino de História(Universidade Federal do Pará, 2020-09-25) CARDIN, Hortência Keize Araújo; DIAS JÚNIOR, José do Espírito Santo; http://lattes.cnpq.br/7994103518602397The Teaching of History was directly affected by the sanction of Law nº 10.639 / 2003 which makes the theme of “Afro-Brazilian History and Culture” mandatory in the official curriculum of the Teaching Network, the Teaching of History along its trajectory was guided by a curriculum based on a Eurocentric world view, which resulted in the reproduction of stereotypes about the African continent and its descendants, thus, the objective of this research is to show the importance of teaching history from a decolonial perspective and that can contribute significantly to the formation of an anti-racist historical conscience. The research was carried out with 6th grade students and based on the data obtained, new practices and approaches were proposed for the Teaching of African History, which culminated in the final product of this dissertation in the context of the Postgraduate Program in Teaching History ( PROFHISTÓRIA) with the production of an Educational Technology, materialized through a board game called "Decolonizing Ancient Africa" that presents the diversity of Africa and Afro-Brazilian culture, thus contributing for the educational system to become more and more more focused on the education of ethnic-racial relations from an anti-racist education.Item Acesso aberto (Open Access) Ensino de História e História Local: (re) construindo identidades locais na sala de aula(Universidade Federal do Pará, 2023-06-27) BRITO, Igor Alesson Dantas; DIAS JÚNIOR, José do Espírito Santo; http://lattes.cnpq.br/7994103518602397The present dissertation that I present to the academic community and the general public, proposes to dialogue with the issues of Riverside Identities and Local History, that contemplate the memories of the Amazonian communities from the classroom. The research took place at the Laurival Cunha school, Ilha das Onças, city of Barcarena - PA, a city located close to the Capital Belém, which has a direct connection in its History with the process of Portuguese colonization in the Amazon and for this reason we propose to problematize the concepts of national identities and how this issue is being worked on in the classroom. From these questions we arrive at the questions: how is local history worked in schools? How to promote students' historical learning using local history, taking into account that the individual's formation perceives different perspectives when developing how local history is worked in schools? How to promote students' historical learning using local history, taking into account that the individual's formation perceives different perspectives when developing in society? What do students and teachers understand by local history? This research is part of the field of action research and is supported by different sources and substantiated by bibliographical research, based on scientific articles, dissertations, theses, books, specialized websites and theorists who have become references in the subjects addressed and in different contexts. , as in the case of the theoretical aspects that the research dialogues with Decolonial Studies QUIJANO 1989, MALDONADO 2008, MIGNOLO 2002 et al; Historical Consciousness RÜSSEN 2201, CERRI 2007; Didactics BERGMANN 1990; and Regional Studies that assume the scope of the research SCHAN, PACHECO and BELTRÃO 2001, HAGE 2013, MEGGERS 1977, among others. For the development of actions at school, we sought support materials that could provide a didactic basis for the application of our proposal that aligns regional experiences with the teaching of history. For data collection we used forms and semi-structured interviews.Item Acesso aberto (Open Access) História local e a relação do ensino de História com o mundo do trabalho a partir de exercícios empáticos descritivos(Universidade Federal do Pará, 2024-08-19) SILVA, Renato Miranda da; DIAS JÚNIOR, José do Espírito Santo; http://lattes.cnpq.br/7994103518602397The theme of this research is a choice result of my experience as a teacher in basic education and the discomfort of always treating the contents automatically, stuck to traditional methodologies and that often lead to the student's lack of interest in the discipline of History. This work aims to discuss the application of the methodology of Descriptive Empathic Exercises and its results within the rural area of Thailand, in Vila Palmares, with the 8th grade classes of elementary school II, highlighting how this activity can help in the reformulation of the concepts brought by the students and how these students can understand History through their daily lives. Letters written by the students were used as tools for analysis. The concepts of historical narrative and historical empathy were used with the guidance given by the teacher. We have as a theoretical basis for the writing of this work the authors Cristòfol-Trepat (1995), Virgínia Cuesta (2015) and Peter Lee (2003) for the debate of concepts of historical narrative and historical empathy.Item Acesso aberto (Open Access) As medidas socioeducativas, o cinema e a produção de narrativas sobre a história das mulheres: uma experiência no Centro Socioeducativo Feminino (CESEF)(Universidade Federal do Pará, 2019-02-05) CAVALCANTE, Helison Geraldo Ferreira; DIAS JÚNIOR, José do Espírito Santo; http://lattes.cnpq.br/7994103518602397This dissertation has as main objective to present the methodology and the ideas on which was based an experience of narrative production in history teaching, held at the Antônio Carlos Gomes da Costa School, located in the city of Ananindeua, State of Pará, in the year 2018 Through this experience, the history teacher, who works at the Centro Socioeducativo Feminino, one of the annexes of this institution, working together with her female students, all female adolescents, deprived of their freedom and in compliance with socio-educational measures, aged between the 13 and the 21 years, produced a book, of paradidático character, titled Our History of the women: representations of the feminine in the cinema and in the classroom. In the production of this book, basic texts were used, written by the teacher, based on the analysis of pertinent literature on the theme of women's history, which were enriched with the contributions of the students, who made observations and comments on the subject during discussions and activities performed in the classroom, from their life experiences. This production made it possible for socio-educators to acquire the opportunity to be co-authors of a book, which strengthened their self-esteem as students, favoring their social reintegration and stimulating skills and competences related to reading, interpreting and analyzing historical sources, as well as producing stories about the past.