Navegando por Orientadores "CHARLET, Eliane Cristina Soares"

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Cantando a história: produção de paródias no ensino de História
(Universidade Federal do Pará, 2021-12-29) SILVA, Maria Fabíola da; CHARLET, Eliane Cristina Soares; http://lattes.cnpq.br/6000275052016633
The present work presents and analyzes parodies produced in the classroom by 7th grade students at the Licurgo Peixoto School (situated in the municipality of São Miguel do Guamá- PA), based on the Class-Workshop model of teacher Isabel Barca. Substantiated on approaches aimed for History Teaching, the research discusses the use of music as a fruitful tool in the assimilation of the subject's contents. The need to expand and to create new teaching methodologies motivated considerably the choice of this theme, as well as thedebates about the Didactics of History and the historical awareness.
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De Dandara a Firmina: o ensino de História do Brasil a partir de Mulheres Negras no Ensino Médio Integrado
(Universidade Federal do Pará, 2020-10-05) COSTA, Rayme Tiago Rodrigues; CHARLET, Eliane Cristina Soares; http://lattes.cnpq.br/6000275052016633
A single story has been told about the black population and black women in the teaching of Brazilian history, a history of invisibility and subordinate places, where black people is dehumanized and black women reduced to the conditions of mulattos, domestic workers and black mothers. This narrative is result of a conscious historical process of dehumanization shaped by the West in modernity/coloniality to generate dominance and consolidation of power. In this sense, this master’s dissertation seeks to be a response to this context, aiming at to build a narrative in the teaching of Brazilian history in light of the trajectory of five black women, Dandara, Chica da Silva, Mônica, Luiza Mahin and Maria Firmina dos Reis, mobilizing their perspectives to understand the colonial context (16h-19th century), visualizing marginalized characters and contexts and presenting the methodology and the ideas on which this experience is based, having the web system “Women Black in History Teaching” as a product of the activities carried out. This research was developed at the Federal Institute of Education, Science and Technology of Pará, campus located in the city of Paragominas, concurrently the history classes for the second year high School of informatics class, in 2018. For this, it was necessary to decolonize ways of seeing, intersectionality, gender and the scale games of microhistory were used as procedural tools, combined with student’s knowledge to understand the black women from the present and the past. The methodology used was the classroom-workshop (BARCA, 2004) where the students, after being acclimated about the contexts, they were divided into groups and had access to sources about each character, presenting in the form of a seminar its context and biography, which were used to produce the web system. Understanding the colonial past through the lenses of black women materialized and approached the history of the students' daily lives, a lot of them made an appropriation of the characters as symbolic elements for the positivity of blackness, starting to observe black women around them and their issues, in addition to analyze critically what is to be a woman and criticism of white femininity.
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Entre os seringais: o Museu Parque Seringal como um espaço de aprendizagem histórica
(Universidade Federal do Pará, 2024-02-29) SILVA, Marcos Vinícius Marcelino da Cruz; CHARLET, Eliane Cristina Soares; http://lattes.cnpq.br/6000275052016633; https://orcid.org/0009-0007-0797-4894
The discussions in this work are concerned with investigating the educational possibilities provided by the Parque Seringal Museum, in Ananindeua (PA) as a space for historical learning and a teaching resource in History Teaching. For this purpose, we developed knowledge production workshops with students from the 9th year school of a private basic education institution, located in the city of Belém (PA), which resulted in the creation of informative leaflets about the Rubber Cycle. Based on what is presented throughout this dissertation, the study methodologically appears to be bibliographic, documentary, descriptive and exploratory, with a qualitative and quantitative approach, characterized by participatory research, in an applied manner. The central objective of this initiative was to build a learning methodology considering the museum as a place of memory in its heritage and historical dimensions.
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A escrita das imagens: interpretações, possibilidade de compreensão e consciência histórica
(Universidade Federal do Pará, 2021-08-03) DIVINO, Vivian Jaqueline do Amor; CHARLET, Eliane Cristina Soares; http://lattes.cnpq.br/6000275052016633
This research aimed to analyze how students interpret historical images and how they use this knowledge in their practical life, inferring from their narratives the levels of evident historical awareness. The research was carried out at the Federal Institute of Pará, Belém campus, with students from the 3rd year of integrated technical courses in mechanics and sanitation. We made use of the quantitative-qualitative research that after a workshop class, which pointed out some relevant methods to be considered in the interpretation of historical images, students were able to make their own interpretations from images chosen by them, elaborating, at the end of this work, narratives that were used as parameters to assess students' historical awareness. It was found that most of the participating students had the traditional level of historical awareness and that this fact is directly related to the incipient historical knowledge that some of the students had. We point out the need to expand the students' levels of historical awareness to critical and genetic types from a more significant teaching of history, related to their practical life and that they participate in the construction of this knowledge through working with historical sources in the classroom. class, being the work with image sources a possible means to achieve this goal.
Acesso aberto (Open Access)
Gritos no silêncio: ensino de História e a produção de um olhar cantado sobre a ditadura militar
(Universidade Federal do Pará, 2020-02-19) QUEIROZ, Fabrício Rogério Moreira; CHARLET, Eliane Cristina Soares; http://lattes.cnpq.br/6000275052016633
The present work seeks to reveal the intention (perceiving how students can, through history, music and compositional originality, reveal their historical awareness) and the results of research on music and historical awareness in the teaching of History within the Postgraduate Program -strictu sensu graduation Professional Master in History Teaching at the Federal University of Pará, Campus Ananindeua. The initial action of the research was, working with music as a central didactic resource, to teach the military dictatorship content in Brazil and observe the impact caused on the students of the 3rd year of High School at the State School of Elementary and High School Maria Pia dos Santos Amaral, in municipality of Castanhal in the State of Pará, proposing to them, later, the challenge of composing an original song in which they expressed, in addition to feelings, conceptions and world views, their historical awareness about what they studied, since this intervention proposal innovative pedagogical is a requirement of the master's course I mentioned above: to make students actively participate in the teaching and learning process and that this participative attitude of students contributes to the teacher building a result, which in this case can be also the methodology itself, from what was produced by the students and that can also be used with didactic resource by other professionals. The launch of the challenge to the students was possible due to the presence of many instrumentalist students in the school mentioned above. This is explained by the existence of a music school near the school. The methodology used was to present students with written, audiovisual, pictorial and sound materials about the Brazilian dictatorial period, so that after each of these presentations, in a kind of feedback, they could write their impressions (phrases, short texts or even poems), which later they were used by them in the compositional exercise of the song's lyrics and musicalization, which was also published on the NOSSA HISTÓRIA channel on the social network Youtube. Therefore, according to the above, this work, in addition to addressing student proactivity in building their own knowledge and valuing school historical knowledge, makes an incipient discussion about the history of the present time and public history.
Acesso aberto (Open Access)
Para além do riso: charges, consciência histórica e Ensino de História
(Universidade Federal do Pará, 2018-03-20) SILVA, Neles Maia da; CHARLET, Eliane Cristina Soares; http://lattes.cnpq.br/6000275052016633
This work aims to discuss the reading and production of cartoons by primary school students, focusing on the debates around historical consciousness. The problem becomes pertinent, since the images are almost always used as illustration or reinforcement and not as historical sources. In this sense, we seek to understand how students read and analyze images, especially the cartoon and what relations exist between their productions and historical consciousness. We used the workshop-class methodology of Isabel Barca and the theoretical debates of Jörn Rüsen, André Chervel, Juliá Dominique in dialogue with the national historiography of Maria Auxiliadora Schmidt, Circe Bittencourt among others. The sources of our research were various cartoons, school documents, student cartoons, socioeconomic records and texts produced by them. The research was developed at the Guajarina Menezes School in São João de Pirabas-PA, with a 9th grade class from Elementary School. The product of this research was a set of cartoons produced by the students and teacher on different subjects. It was considered at the end of the research that the historical consciousness is not only present in the students, but also presents itself in different ways, in view of their world readings, their thematic choices in producing the cartoons and their experiences. Students were not mere receivers of knowledge, but they also constructed and were subject in this process.
Acesso aberto (Open Access)
Projeto cartografia da cultura afro-brasileira da EAUFPA: uma didática da História em interface com a pedagogia decolonial
(Universidade Federal do Pará, 2018-08-07) BRIOSO, Antônia Maria Rodrigues; CHARLET, Eliane Cristina Soares; http://lattes.cnpq.br/6000275052016633
The dissertation work describes and analyzes the didactic teaching and the decolonial pedagogy developed in the Cartography Project of Afro-Brazilian Culture that has been developed since 2012 at the School of Application of the Federal University of Pará (EA-UFPA). The project under study, made by me, is a didactic of History anchored epistemologically in the ideas of Decoloniality. It was observed that over the years, the project was based on four pillars: interdisciplinarity, multiculturality / interculturality, subordinate-curriculum and playfulness. As a didactics of history, it took on the face of a pedagogy of insurgent practices, for it brought to the curriculum of history and to the other scholarly knowledge involved in the project, the culture of the subaltern segments of Brazilian society produced in contexts of assimilation, struggle, marginalization and resistance. The project was theoretically reflected in the debates in the disciplines in the first group of the Professional Masters of History Teaching, marking this the Rüsenian didactics in epistemological interaction with the Decolonizing conception. Cartography is the educational product that we present as a result of the master's thesis that seeks to make the dialogue between epistemology and praxis.