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) A formação dos docentes de História e a Lei nº 11.645/2008: mudanças de perspectivas no trato da temática indígena no ensino de História (2008-2018)(Universidade Federal do Pará, 2020-08-31) BARARUÁ, Marcus Vinícius Valente; LIMA, Maria Roseane Corrêa Pinto; http://lattes.cnpq.br/0040917069487308; https://orcid.org/0000-0002-8396-0618This work intends to comprehend the transformations that occurred in the initial formation of history teachers regarding the indigenous thematic after the promulgation of the law number 11.645/2008 until the year of 2018. The general goal of the thesis is to analyze the change of perspective about the indigenous historical agent in the official documents of Federal University of Pará’s History faculties (from Belém, Bragança, Tocantins/Cametá campuses) through the subjects, in the development of the curricular planning, research and extension projects. The Pedagogical Projects of Course (PPC’s) are the guidelines for the history degree, being a source of perception in the changes that occurred after the law number 11.645/2008. It is also a goal to analyze the experience reports from the faculty who trained the history teachers for the Elementary Education, making it possible to analyze the academic and pedagogic actions held after the promulgation of the legislation, mainly to teach in class. The documental and oral sources were analyzed through the concepts of decoloniality and critical interculturality. Through the considerations it was noted that the transformations regarding the indigenous thematic in the formation of history teachers occurred in a particular way at each campus of the Federal University of Pará. The changes perceived on the research about the changes of perspective regarding the indigenous thematic in history degree of UFPA’s three selected campus are highlighted by the work featured by teachers who research, teach and promote the Indigenous History and Indigenism. The Intervention Project developed is a booklet which has the intention to present the concept of critical interculturality and how this line of thought can be used on the formulation of didactic sequences that values the political fight, the knowledge and the history of brazilian indigenous people.Item Acesso aberto (Open Access) Fotografia colorida em 5 x 7: aspectos sociais e identitários, formação cidadã e elementos da consciência histórica dos discentes ingressantes no ensino médio integrado do IFPA Campus Bragança(Universidade Federal do Pará, 2021-12-20) LOBATO, Fernando José Rodrigues; LIMA, Maria Roseane Corrêa Pinto; http://lattes.cnpq.br/0040917069487308; https://orcid.org/0000-0002-8396-0618This work is part of the field of historical education insofar as it is concerned with the results obtained in the training process of young people and adolescents, especially in what is related to the preparation for the exercise of what we define as active citizenship. In it, we provide a brief history of the role of the formal school in the process of inclusion of new generations in the cultural environment of each period. Taking as a reference what was positive about education in the Federal Constitution of 1988 and in Law 9,394/1996 (Law of Guidelines and Bases of National Education), we elaborated and carried out a qualitative research with students entering the integrated high school courses of the IFPA Campus Bragança in order to observe and analyze their citizenship formation. In addition to this citizenship education, we also seek to observe and analyze some elements present in the historical awareness of these students, given the intention to develop methodologies in order to make historical learning more meaningful and capable of providing temporal guidance for students.Item Acesso aberto (Open Access) Lugares de memória das culturas negras em Bragança-Pará: experiências com o ensino de História(Universidade Federal do Pará, 2019-02-27) SILVA, Tomé Montanaro Ferreira da; LIMA, Maria Roseane Corrêa Pinto; http://lattes.cnpq.br/0040917069487308The present work aims to examine the places of memory of black cultures in Bragança, in the State of Pará, based on experiences in teaching history with elementary school students. To this end, we have placed memorial places that served as points to be visited and investigated by elementary students. The questions developed were based on what students know about blacks, from the stories told in the classroom, which date back to the days of slavery and record the black African presence in the region, and the cultural imprints of that presence still alive today. After the previous readings that guided the elaboration of the project that was designed as an action research, the methodology of work with the students was divided in two great moments: application of questionnaires and visits to the selected sites. As for the application of questionnaires, these were made as a survey of the students about the specific theme of the life of the Negro in history and of how in contemporary times there are still traces that are delimited as part of the daily life of Bragança. In the second point, that of the methodology, six places for visitation were chosen. In this second case, formal teaching in the classroom and teaching in other spaces were articulated in order to enable students to learn history in places that are part of their everyday life, but which are silenced. Some of what is defined as black culture is part of the context of the history of Bragança, although some are part of the students' experience, they do not associate as a structuring part of a process that comes from a period that was characterized in the country as black African slavery, and is energized to the present. Strategies were designed that made the students relate and perceive that in the spaces where they live pulsate the stories and memories in such a way that the places are also object of studies whose student's look can be guided by the teacher.