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) Carnavescola: produção de uma sinopse de carnaval e composição de samba enredo: uma proposição ao ensino de História(Universidade Federal do Pará, 2021-08-10) OLIVEIRA, Alex Costa de; MORAES, Cleodir da Conceição; http://lattes.cnpq.br/8105990413339104The current dissertation aims to discuss a suggestion for an action research proposal for teaching history presented to the professional master's course at ProfHistória-UFPa. This aims to firstly understand the popular cultural manifestations of Brazil, such as: samba and carnival, as pedagogical potentialities to be used in teaching-learning within a classroom (even remote) of basic education. For this, a two-stage research process is proposed. The first aimed at achieving academic goals and the second with didactic-pedagogical purposes. In this sense, what is intended is the dialogical link between the concepts of memory, identity: collective and/or cultural, historical awareness and their symbolic representations in the daily lives of students using these potential tools to teach history through production, construction, of a synopsis of carnival and of a textual-poetic body of samba plot by the students. The methodology will also be developed having as support and approach conceptions used in historiography, such as: History of the Present Time, Local History, Oral History. Through sources: visual, virtual, written, sound and oral. Regarding the didactic-pedagogical proposal, the intention is to take it to the classroom (in this case, we had to resort to remote classes due to the social and historical context imposed by the covi-19 pandemic, between 2020 and 2021) experiences of constructing historical reality through samba and carnival, specifically bringing the student body closer to these social, cultural experiences, and also using the synopses and lyrics of the plot sambas, created by these historical subjects, as a source of reflection to historical consciousness analyzed in teaching practice by the professor-researcher. Finally, bring the importance of this relationship "From the street to the classroom" as the construction of analysis and knowledge for exclusively didactic-pedagogical purposes in a History class.Item Acesso aberto (Open Access) Rapensando o ensino de História através da cultura hip hop: experiências pedagógicas em escolas da Região Metropolitana de Belém-PA (2019-2020)(Universidade Federal do Pará, 2021-01-14) ANDRADE, Edivaldo Monteiro; MORAES, Cleodir da Conceição; http://lattes.cnpq.br/8105990413339104This dissertation presents an intervention proposal, in which music is the main articulating element of classes, actions and activities within the context of history teaching. Thus, this work proposes an action of Education through Hip-Hop, especially its musical aspect, Rap with the creation of a teaching methodology resulting from the result of the research and that can be perfectly used by any teacher and in any school. For its realization, we use the participation of rappers from Pará as an articulating element, due to the fact that they allow a better tuning with Hip-Hop Education, this intervention being adaptable to the 9th grade of elementary school curriculum. This dissertation had as its final product the methodology itself, created by the students in partnership with the rappers and the professor-researcher. This methodology is composed of seven activities, being an amazing experience from the pedagogical point of view, as it allowed themes apparently distant from history, but close to the students' reality, to become extremely productive. The main theoretical references that guided the work were Edward Thompson, with his history seen from below; Roberto Camargos, with his reflections on rap and politics; and Paulo Freire, through his emancipatory pedagogy.