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) O ensino de História e as mulheres negras: contribuições para a formação de identidades negras no Ensino Fundamental(Universidade Federal do Pará, 2024-11-25) OLIVEIRA, Brenda Cardoso de; LOPES, Siméia de Nazaré; http://lattes.cnpq.br/8791203591623509; orcid logo https://orcid.org/0009-0005-4933-1251This study aims to understand how History Teaching can contribute to the debate on black identities with students in Elementary School – Final Years, based on the historical trajectory of black women. To this end, the study is theoretically based on reflections on black feminism, decoloniality, and Education for Ethnic-Racial Relations. The research was developed based on the methodological procedures of action research and carried out in a private school, located in the city of Ananindeua, with students in the eighth and ninth grades of Elementary School, during the school practice of History Teaching. The sources used for the research were the institution's teaching materials, the History contents of Elementary School – Final Years ac-cording to the BNCC, as well as the images and representations contained in the textbooks. As a result, it was found that there are few analyses in relation to the racial debate and the promo-tion of positive black identities, mainly in relation to the historical protagonism of black women. To reverse this problem, we proposed, as an educational product, didactic sequences in History Teaching for Elementary School students – Final Years, who led the debate on race, gender and class based on the historical trajectory of black women. The objective of the educational product is to contribute to the debates on positive black identities and thus enable black students to (re)cognize their historical, racial, social and cultural belonging, and for non-black students, to adopt a critical stance towards racist practices and to promote anti-racist actions.Item Acesso aberto (Open Access) Ensino de História e educação patrimonial no trato com as relações étnico-raciais no ambiente escolar(Universidade Federal do Pará, 2020-12-11) MOREIRA, Catarina da Silva; LOPES, Siméia de Nazaré; http://lattes.cnpq.br/8791203591623509Educating ethnic-racial relations in the school environment is a way to cooperate with the exercise of citizenship in a broad way. And, in this task, the teaching of history contributes to the formation of citizens capable of exercising citizenship and collaborating for its maintenance and expansion. In this perspective, the dissertation entitled "Teaching History and Heritage Education in dealing with Ethnic-Racial Relations in the School Environment" seeks to understand the sociability processes among students in the environment of the EEFM Dr. Pádua Costa School, in Santa Bárbara do Pará, investigating what are the prejudices surrounding ethnic-racial relations and their effects on students' school life. The methodology used for research was school ethnography and action research, the results of which showed forms of ethnic-racial prejudice involving sociability in the school environment under study, which are linked to the ethnic and social origin of students. Research on this theme in the field of education and psychology, showed that the situations of ethnic-racial prejudice, cause negative affects on the self-esteem and identity of the subjects. In view of the results, a proposal for teaching history with heritage education is presented, seeking to know and recognize the heritage references and memories of Afro-Brazilian, indigenous, caboclo, rural and riverside matrixes that circulate in the school routine and in its surroundings. Through such pedagogical practice, it is intended to cooperate with the education of ethnic-racial relations as a way of overcoming prejudices in the school environment. As a product of this didactic experience, a video and a podcast were developed on the patrimonial references and memories that circulate in the school routine and its surroundings.Item Acesso aberto (Open Access) Ensino de História, feminismo negro e educação antirracista: vivências de Professoras negras em São Miguel do Guamá, Pará (2019 a 2022)(Universidade Federal do Pará, 2024-08-22) NASCIMENTO, Vânia Albuquerque do; LIMA, Maria Roseane Corrêa Pinto; http://lattes.cnpq.br/0040917069487308; https://orcid.org/0000-0002-8396-0618; LOPES, Siméia de Nazaré; http://lattes.cnpq.br/8791203591623509; https://orcid.org/0009-0005-4933-1251; https://orcid.org/0000-0002-8396-0618This study discusses history teaching, black feminism and anti-racist education, based on the practices and experiences of self-declared black female teachers who teach the History Curriculum Component in Basic Education in São Miguel do Guamá, Pará. It was based on the contributions of black intellectuals, especially the work Escrevivências by Conceição Evaristo, which allowed for reflections on history teaching and teaching practice with a focus on discussions that articulate teaching, race and gender. The results of the bibliographical and field research are presented here, the latter resulting from the application of interviews and questionnaires with elementary school teachers from public schools in the municipality. Encouraging the teaching of history from an anti-racist perspective in schools in the interior of the Amazon provides the protagonism of the experiences and knowledge of black female teachers as a device that questions normative patterns of power. We therefore conclude that the narratives presented contributed to the deconstruction of absences, bringing black female teachers to the center of the dialogue, confronting the hegemonic narrative by reconstructing other stories from a decolonial and intersectional perspective of race, gender and class and in understanding the development of blackness in the Amazon.Item Acesso aberto (Open Access) O Novo Ensino Médio e o ensino de História: experiências, desafios e possibilidades(Universidade Federal do Pará, 2024-11-12) SANTOS, Cléber Diego Souza dos; CHARLET, Eliane Cristina Soares; http://lattes.cnpq.br/6000275052016633; https://orcid.org/0009-0007-0797-4894; LOPES, Siméia de Nazaré; http://lattes.cnpq.br/8791203591623509; https://orcid.org/0009-0005-4933-1251History teaching in the context of New Secondary Education (NEM) has been the target of intense academic and pedagogical investigations in Brazil, due to the changes proposed by the educational reform required by Law No. 13,415/2017. This reform reorganized the school curriculum, introducing training itineraries and greater flexibility in the structure of secondary education. In this sense, this research presents the repercussion generated in academia and civil society after the approval of MP 746/2016 and Law 13,415/2017, compares the experiences of implementing the New Secondary Education (NEM) in public and private schools in Belém, presents in a more specific way the experience of implementing the NEM at the CESEP school and, also within the CESEP school space, shows the perception of students and teachers about the Teaching of History after the various changes in the guidelines curricular. Finally, entering the so-called cyberspace, I present the podcast as a purposeful instrument for History Teaching, debate on new guidelines, reports of experiences, possibilities and challenges within the current context of Brazilian High School.Item Acesso aberto (Open Access) Temporalidades, anacronismo e ensino de História(Universidade Federal do Pará, 2019-02-29) CRUZ, Edgar Cabral Viegas Borges da; SILVA, Wesley Garcia Ribeiro; http://lattes.cnpq.br/2125737316069934; LOPES, Siméia de Nazaré; http://lattes.cnpq.br/8791203591623509The current work‟s main objective is to present how the notions of temporality and the anachronisms may and shall be explored as important tools to be used in the didactics of history, making easier the comprehension of the themes used into the teaching-learning relationship, as well as in the construction of concepts, searching through the participant observation and the dialogs established with the scholar community, between teachers and students, develop as propositional dimension workshops and support resources for history teachers helping, trying to turn them into multiplier agents of the developed ideas.