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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Agora exibindo 1 - 4 de 4

Acesso aberto (Open Access)
Branquitude na escola: percepções, relações, poder e resistências
(Universidade Federal do Pará, 2022-12-22) RODRIGUES, Irailton Brabo; LEAL, Luiz Augusto Pinheiro; http://lattes.cnpq.br/7967678999713659; https://orcid.org/0000-0002-0145-5379
The dissertation text that follows is the final result of our studies in the Professional Master's Program in History Teaching, ProfHistória UFPA, in which we present as a theme - WHITENESS AT SCHOOL: PERCEPTIONS, RELATIONS, POWER AND RESISTANCE. We seek to analyze how students and teachers at the school and also the school community, which is mostly black, perceive or do not perceive how whiteness is inserted and works at school, in the teaching of History and in society as power; how their relationships work; and how the resistances are presented. From obtaining quantitative and qualitative data, we seek support in the concepts and studies on whiteness, History Teaching, decoloniality and ethnic-racial relations, making the pertinent dialogues and pointing out paths that contribute to improving and accumulating knowledge, information and training for those who knows that we can combat and overcome relational, educational and racial problems. Thus, part of this dissertation is also a booklet with the descriptions that form the course of our experiences until we reach the debate about whiteness that we currently have, with suggestions for (in) formative interventions for the groups researched at school and with the possibility of expansion to other spaces.
Acesso aberto (Open Access)
O ensino de História da África e da cultura afro-brasileira: uma proposta de ação decolonial em conexão com a didática da História
(Universidade Federal do Pará, 2020-08-24) PINON, Alerrandson Afonso Melo; LEAL, Luiz Augusto Pinheiro; http://lattes.cnpq.br/7967678999713659; https://orcid.org/0000-0002-0145-5379
The purpose of this work was to produce a methodology for teaching History with a decolonial orientation, with the aim of giving priority to teaching African history and Afro-Brazilian culture. We will demonstrate how decolonial thinking, with reference authors Aníbal Quijano, Walter Mignolo and Catherine Walsh, can reveal to us how the history of Africa and Afro-Brazilian culture have historically been subordinated in school curriculum. We will also emphasize the main criticisms of Eurocentrism in the production of historical knowledge, arising from post-colonial African thought, having Mudimbe, Mbembe and Appiah as reference authors. From these reflections, it was possible to draw the guidelines that guided the formulation of the pedagogical intervention work in the school space. In order to carry out the intervention work, research was carried out on the historiographic collection available in the libraries of the researched school spaces, in addition to research on the historical meanings that students attributed to the History of Africa and the relations of the African continent with Brazil, before and after intervention work. In order to understand the historical meanings attributed by students to Africa and their relations with Brazil, a dialogue was carried out with the Didactics of History, having historian Jörn Rüsen and his concepts of historical consciousness and historical culture as the author of reference. The connection with the Didactics of History allowed diagnoses about how students historically think about the History of Africa and its relations with Brazil. Based on this diagnosis, it was possible to formulate intervention work in the school space, where I developed educational products (didactic texts and slide shows) on the history of Africa and Afro-Brazilian culture that were used in my teaching practice in two schools of basic education in the metropolitan region of Belém do Pará: Helder Fialho Dias (SEMEC Belém) and Américo Souza de Oliveira (SEDUC Pará). The intervention took place in the second half of 2019 and was carried out from expository classes and evaluative activities that culminated in Cultural Shows and seminars presented by the students. After the intervention, a research was carried out to evaluate the learning results, in which was possible to diagnose significant learnings, which led the students: to overcome the reductionism from the History of Africa to the History of slavery; to undo negative images and break the stereotypes created about the History of Africa and the African continent; and to overcome racism.
Acesso aberto (Open Access)
Negritando o ensino de História: abordagens e reflexões sobre a presença negra na Primeira República
(Universidade Federal do Pará, 2024-02-20) TEÓFILO, Diego Souza; LEAL, Luiz Augusto Pinheiro; http://lattes.cnpq.br/7967678999713659; https://orcid.org/0000-0002-0145-5379
Twenty years after the approval and regulation of Law 10639/03, it is still necessary to discuss, reflect and recognize the importance of the issue of ethnic-racial relations in schools. In this sense, in this work we will reflect on the importance of legislation, the interventions and formulations of the black movement for Brazilian education, the role of the new National Common Curricular Base – BNCC, the importance of teaching history as a field in transformation, theoretical reinvention and open new approaches, observe and analyze students' existing perceptions about ethnic-racial relations at school and in society, discuss the black presence in the first republic at national and local levels, observing the impacts of the period on the lives of this population, for Finally, we will analyze the teaching manual used by the researched class and approach educommunication as a field of intervention in the teaching of history, also thinking of it as a possibility of rethinking and building a new school environment with a focus on the intellectual development and autonomy of students, work to wall newspaper production. This proposal was developed at the Cidade de Emaús State School of Elementary and Secondary Education, founded in the 1980s by the Movimento República de Emaús – MRE located in the neighborhood of Bengui in the city of Belém/Pa. For methodological purposes, the following procedures will be adopted: collection of data considered primary sources from the MRE, Pedagogical Political Project – school PPP, application of an open-format questionnaire with students and development of participatory research with a group of students in the 9th year of education fundamental, and considering the group as subjects of the process, in addition to the desire to better understand the public in which one wishes to work. Aiming to discuss the construction of new approaches to the black presence in the teaching of history during the first republic in Brazil, with the problem of investigating how the presence of the black population at the beginning of the Brazilian republican period, based on teaching manuals and other materials used in the classroom.
Acesso aberto (Open Access)
A “terra da liberdade” e a memória estudantil: ensino de História e negritude em Benevides - Pará
(Universidade Federal do Pará, 2024-02-19) SOUZA, Elizabeth Braga de; LEAL, Luiz Augusto Pinheiro; http://lattes.cnpq.br/7967678999713659; orcid logo https://orcid.org/0000-0002-0145-5379
This work brings as its theme the teaching of history and its relationship with the historical memory and identity of black people. This is a research focused on the teaching of History, Having been developed in a state public school in the municipality, These people are Youth and Adult Education students (EJA). Dialogues in history classes revealed the existence of an official memory of the city that erases black people from local history. From this problem, We hypothesize that local official memory compromises the construction of a positive identity among black populations. The time frame refers to the date of creation of Law 10,639/2003, until 2023. After these twenty years, we want to know how the school we investigated worked on ethnic-racial issues during this period. To support the discussions and analyses, we brought to the debate the concepts of memory (RICOEUR, 2007; CAMILO, 2020; MISSIATTO, 2021; NORA, 1993), whiteness (SILVA, 2017; MIRANDA, 2017; BENTO, 2022) and blackness. (MUNANGA, 2012), seeking to understand identity issues that arise among black people, from the idea of power expressed in whiteness. Based on this analysis, We aim to encourage students to critically reflect on their place in the context of the identity of the black population of Benevides, shedding light on the architecture of the power of whiteness and strengthening the power of blackness. The research brings with it a qualitative methodology, with emphasis on oral history, in ethnographic research methods and documentary analysis. As a result, We propose the creation of an educational brochure on the history of abolition in Benevides and its reflections in the present, providing another perspective on this historical episode.

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