Navegando por Orientadores "LINHARES, Anna Maria Alves"

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“De que cor eu sou?” O lugar da menina negra no espaço escolar – um estudo sobre a representação das Mulheres Negras no livro didático de história
(Universidade Federal do Pará, 2020-09-25) MIRANDA, Caroline Barroso; LINHARES, Anna Maria Alves; http://lattes.cnpq.br/3081434819616255; https://orcid.org/0000-0001-7548-9259
This thesis aims to reflect on the concepts of black feminist thought, the school History knowledge, the History of black women and their representations in images in the History textbooks of the 8th year of fundamental education (or brazilian middle school). Using as source of research and reflection the History textbook and its black female students narrative so that it is possible to understand how the representations of black women in these textbooks occur between the years 2001 to 2017 and how the black female students see themselves represented in the History textbook, in History teaching and in society. It also seeks to understand how the intersectionalized structures of race, gender and class influence the ruptures and permanences, characteristics of the historical process, and the imagery representations of black women in textbooks. Understanding how racism, sexism and classism in Brazil affect the historical narrative in the representation of black women in History textbooks, analyzing how these women have gained ground and visibility in the production of textbooks over the years. Also it seeks to promote social justice through the History teaching-learning process and from the specific standpoint of black female students, their place of speech, their self-definitions and empowerment as future black women.
Acesso aberto (Open Access)
“E eu não sou uma professora?”: ensino de História e narrativas femininas das margaridas e girassóis na Educação do Campo
(Universidade Federal do Pará, 2024-06-25) SANTOS, Alandienis Souza; LINHARES, Anna Maria Alves; http://lattes.cnpq.br/3081434819616255; https://orcid.org/0000-0001-7548-9259
This dissertation aims to discuss and reflect on the importance of narratives that include women, more specifically black women, in history classes in the Tomé-Açu (PA) countryside. The interviews and observation of daily school life were the source of research for carrying out this academic work, together with the readings of black authors such as Lélia González, Conceição Evaristo, Alice Walker, Djamila Ribeiro, Audre Lorde, other authors such as Glória Anzaldúa, Roseli Salete Caldart, authors such as Ailton Krenak and Antônio Bispo, etc. We highlight narratives from teachers who teach history in the countryside to understand how this invisibility occurs. We produced a pamphlet with the concepts: feminism, black feminism, ecofeminism and rural education, we created a collective CEAME- Coletivo de Educadoras(es) Antiracistas Movimentando a Educação do Campo, through a blog as a product of the dissertation, so that more educators learn about and discuss patriarchy, racism, machismo, sexism in rural education in history teaching.
Acesso aberto (Open Access)
Invisibilidade, apagamento e estereótipos de povos indígenas no espaço escolar: um diálogo com Manoela e Suzana Karipuna e suas perspectivas sobre ser indígena mulher
(Universidade Federal do Pará, 2022-12-14) SOARES, Ana Cláudia Dutra; LINHARES, Anna Maria Alves; http://lattes.cnpq.br/3081434819616255; https://orcid.org/0000-0001-7548-9259
This dissertation aims to carry out a debate regarding the invisibility and historical erasure of indigenous peoples and indigenous women, the stereotyped concepts and prejudices that permeate generations and are still part of reality and everyday school life, through a debate with the indigenous Ana Manoela Primo and Suzana Primo, from the Karipuna peoples of Amapá, emphasizing that, by raising a debate about the historical invisibility of indigenous women, it is possible to bring up their situation, their struggles, reflections and violence still suffered, as well as provide a bridge with decolonial feminism and its role in understanding the Latin American context with regard to gender and race. It is a fact that the school environment is also a space for the propagation of violence, because by relegating a specific people and gender to historical clandestinity, it determines the construction of stereotypes about their culture and historical participation. The research will be carried out with the students of the 9th grade classes of the E.M.E.F. Mayor Oton Gomes de Lima, located in the city of Moju-Pa, and the work aims, in addition to carrying out a bibliographical analysis, debates with students and interviews with indigenous women to discuss their perceptions about the historical condition of the original peoples of Brazil and their respective genres.
Acesso aberto (Open Access)
As mulheres existem: teoria feminista, estudos de gênero e história das mulheres na formação de professores de História
(Universidade Federal do Pará, 2021-12-15) COSTA, Camila Frota da; LINHARES, Anna Maria Alves; http://lattes.cnpq.br/3081434819616255; https://orcid.org/0000-0001-7548-9259
This paper aims the analysis of History teachers' education regarding the feminist theories, Women's History and gender studies which are fundamental to the teacher's qualifications concerning the school environment, permeating through diverse family structures, gender and sexual orientation, race, and social classifications. The History Degree's Educational Projects of The Federal University of Pará, taking both Belém and Ananindeua's campi, are the main sources of this research, having been used to evaluate if there is a commitment to surpassing the teaching methodologies based on a "unique History", traditional, linear, ethnocentric and male-centered core. Giving the recent attacks towards the teaching freedom in schools by conservative movements and having been convinced of the necessity of a teacher's formation revision, it has been considered by the authors that teachers must be prepared to dodge these curbings and provide an evermore inclusive and emancipatory education. This paper has been written in a time which the No-party School Movement, anachronicaly, has grown in the politics' scenario in Brazil, with evident reflexes in BNCC, once the document has been emptied of contents regarding gender, diversity and sexuality. From these premises above mentioned, an intervention has been proposed in the pre-Columbian America subject, in which the educational project has been structured in way that women authors and feminist works are favored. The classes taught during this subject have been analysed and are part of this work. this experience has inspired the production of a podcast series about History teaching, feminism and Women's History, having History teachers willing to rethink their practices from these themes' perspective as the target audience. The series, in a propositional form, is the second produt from this paper.