Navegando por Orientadores "SILVA, Wesley Garcia Ribeiro"

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Aprendendo História com os “guardiões da memória”: o uso do podcast no ensino de História da África e da diversidade étnico-racial
(Universidade Federal do Pará, 2021-12-22) SILVA, Wilson Júnior Bastos da; SILVA, Wesley Garcia Ribeiro; http://lattes.cnpq.br/2125737316069934; https://orcid.org/0000-0002-2734-5442
This dissertation aimed to discuss how the teaching of African History and Ethnic-Racial Diversity, prescribed by law 10639/03, has an important contribution to an anti-racist education. Thus, we mobilize, through the dialectical process between teaching and learning as pedagogical tools, knowledge that involved the ancestry that walks with memory and, as a means, the orality to work on the valorization of an identity linked to the African continent. For this, we searched through the interface between “Griot Technology” from ancestry and the orality technology of cyberspace podcast, to put our purpose into practice. Our studies were based on “Irmã Maria Angelica Dantas school”, in Paragominas, which in its Political Pedagogical Project includes the “Project Black is the Root of Freedom” for discussions on ethnic-racial relations.
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A Batalha do Livramento: ensino de História e Conflitos Agrários na Terra Indígena Alto Rio Guamá – TIARG (1990-2024)
(Universidade Federal do Pará, 2024-08-29) SOUSA, Álvaro Gomes de; LIMA, Maria Roseane Corrêa Pinto; http://lattes.cnpq.br/0040917069487308; orcid logo https://orcid.org/0000-0002-8396-0618; SILVA, Wesley Garcia Ribeiro; http://lattes.cnpq.br/2125737316069934; orcid logo https://orcid.org/0000-0002-2734-5442
This study discusses agrarian conflicts involving the Terra Indígena Alto Rio Guamá – TIARG and the subjects that comprise it, especially the Tembé indigenous people of the Jacaré village. It is clear that agrarian conflicts have marked and currently mark a field of existence and resignifications for the Tembé people in relation to the conquest of land. More specifically, the Battle of Livramento is analyzed and, based on experiences in History Teaching, the agrarian struggles in the conquest of land and the approaches to this theme within the classroom in Basic Education are discussed. The Battle of Livramento was an armed conflict between Tembé indigenous people and squatters who occupied the Alto Rio Guamá Indigenous Land, which occurred in the 1990s and reached its peak in 1996, when a group of more than 70 individuals, indigenous people of the Tembé, Timbira, Ka'apor, Guajajara and non-indigenous ethnic groups, were imprisoned by farmers and squatters for three days, subjected to torture and lack of minimum conditions for survival, and were only rescued by the Federal Police in Vila do Livramento, in the municipality of Garrafão do Norte. Thus, we surveyed the bibliography on the subject and developed the research based on teaching experiences in the classroom in an indigenous community, as well as on the reports of subjects who experienced and/or remembered those events that constitute an important historical moment in the region and relevant to the work in History Teaching. The research is developed based on interviews recorded by students in the 1st, 2nd and 3rd years of high school about the importance of discussing agrarian conflicts for the Tembé people, as well as interviews with individuals who participated in the conflict, cross-referencing with bibliographical references relevant to the topic. As a result of the research, we propose a supplementary educational material on the Tembé people and agrarian conflicts, which can be used by both indigenous and non-indigenous teachers, especially in history classes, discussing indigenous school education in the northeast region of the state of Pará in the contemporary Amazon, valuing the history of the Tembé people.
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Cangaço, saberes experienciais e ensino de História: uma cultura histórica e suas ressignificações no espaço escolar
(Universidade Federal do Pará, 2023-12-15) OLIVEIRA, Richardy Leal; SILVA, Wesley Garcia Ribeiro; http://lattes.cnpq.br/2125737316069934; https://orcid.org/0000-0002-2734-5442
The teacher as an agent of the teaching and learning process also presents himself as an integral part of a social context with two-way streets, leading and opening paths for the student to build reflections and bases for cognitive, critical and social development. Therefore, being a teacher is also in conditions of constant learning and maturation, experiential knowledge is an important part of this context of professional and personal improvement, there are various decision-making processes, whether macro or micro, throughout everyday life. shaping over time the logic undertaken by the latter within the classroom and in guiding the student in their respective endeavors within education. This entire context will directly affect the choices and/or mobilization of content in the classroom. The content of the cangaço is one of those, among many others, that significantly changes the dynamics of mobilization on the part of teachers and students and therefore the reflective context of teaching and learning, are dynamics beyond the event itself in the gone from the first half of the 20th century, but today a process of mnemonic resignification built in different contexts, settling through various elements and spaces. A social movement transmuted into memory and used by the teaching of History as school knowledge capable of providing opportunities for male and female students to reflect deeply on various tangential topics. This research using a qualitative methodology will analyze the content of the cangaço from its aspects in the normative documents, through the different experiential knowledge of teachers and students in the macro and micro dimensions of history teaching, using the classroom as the main field of research. , as well as analyzing cultural objects constructed by this body in movement from a set of collective memories. Furthermore, fulfilling its role as research within the scope of a professional master's program, it proposes a didactic pedagogical artifact that assimilates the content of cangaço in different monumental points encouraged by deepening and indications of mobilization of the same, compartmentalized into six categories.
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Cultura visual e ensino de História: história, imagem e visualidade na Amazônia
(Universidade Federal do Pará, 2024-12-02) COSTA, Jean Raphael Nogueira da; SILVA, Wesley Garcia Ribeiro; http://lattes.cnpq.br/2125737316069934; https://orcid.org/0000-0002-2734-5442
This dissertation aims to address visual culture and its relationship with the teaching of history based on images produced about the Amazon. In this sense, works by Italian artist Giuseppe Leone Righini, who lived in the city of Belém do Pará for several years and produced several images about the Amazon, are used and can be used by teachers to teach history content. As an educational product, activities are proposed, following didactic sequences related to the competencies and skills of the National Common Core Curriculum, with the aim of teachers using images of the Amazon created by the artist Righini in history classes in elementary school, emphasizing the importance of visual historical sources in the process of teaching and learning history.
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Família negra como resistência: o uso de fontes em sala de aula para um ensino de História antirracista
(Universidade Federal do Pará, 2023-01-20) SOZINHO, Henrique Magno; SILVA, Wesley Garcia Ribeiro; http://lattes.cnpq.br/2125737316069934; https://orcid.org/0000-0002-2734-5442
Starting from the hypothesis that the school is a propitious space to question the racial discrimination present in our society, this work discusses the black family in the transition from the 19th to the 20th century as a mediating theme for promoting debates on ethnic-racial issues with the students from the 9th grade classes at the school “Centro Educacional Mosaico”, located in Belém, Pará, Brazil. When reflecting on the knowledge that I have mobilized to deal with sensitive issues such as racism throughout my professional career, I relate the concepts “teaching knowledge” and “epistemology of professional practice” by Maurice Tardif (2014) with the intention of promoting teaching of anti-racist history. I seek in the national debate on slavery and post-abolition to find references for the study of the black family through the perspective that interprets enslaved, freed and free as subjects, the result of approaches based on renewed sources and documentary research, which show the relative autonomy of Africans (and their descendants), and the advances in the fight for an Afro-Brazilian history, through Law 10.639/03, which made the study of African History mandatory in the Basic Education school curriculum. I propose the use of iconographic historical sources (photographs and paintings), through a digital themed black family album, as the final purposeful dimension of this work, containing images that portray the daily life of black people in the Amazon and in other regions of the country in different situations: urban work, family moments, clothes used, body adornments, as well as their expressions and postures that give us clues that help us to reveal their identities, family life and possible similarities with black families in contemporary times. I note the positive results when using the album as a pedagogical tool to present students with a vision of the black person as a historical subject, permeating the study of black slavery and post-abolition in Brazil through paths that make learning more productive and challenging. I conclude that working with iconographic sources in the teaching process provides a privileged space for the production of school historical knowledge, as well as promoting reflections and debates on ethnic-racial issues with students in the Final Years of Elementary School.
Acesso aberto (Open Access)
Fora dos padrões: estética negra e identidade como proposta decolonial no ensino de História
(Universidade Federal do Pará, 2024-06-28) CASTELO BRANCO, Juliene Dias; CHARLET, Eliane Cristina Soares; http://lattes.cnpq.br/6000275052016633; orcid logo https://orcid.org/0009-0007-0797-4894; SILVA, Wesley Garcia Ribeiro; http://lattes.cnpq.br/2125737316069934; orcid logo https://orcid.org/0000-0002-2734-5442
The purpose of this work is to offer new possibilities regarding the teaching of African and Afro-Brazilian history, through an educational project, presenting the forms of African resistance to European domination and the structural racism existing in our society, thus proposing a decolonial education . Focusing on the process of formation and acceptance of a black aesthetic. Considering and highlighting the relevance of working on ethnic-racial issues in the classroom for greater acceptance, as well as racial identification and academic development of students, especially those who recognize or begin to recognize their blackness. As a result of the proposed educational project, as well as the dissertation, it is intended to develop a documentary video focused on black aesthetics, formulated and developed by the students themselves, which will aim to enrich debates about black resistance stamped in their aesthetics. As well as, presenting speeches aiming to contribute to an anti-racist education, showing possibilities and links to the process of teaching history and ethnic-racial relations, in the same way as offering possibilities for a decolonial education, according to the propositions of the Common National Curricular Base (BNCC), as well as the Education Guidelines and Base Laws (LDB), more specifically law 10.639/03, boosting and contributing to the teaching of African and Afro-Brazilian history.
Acesso aberto (Open Access)
Nos rastros da “Maria Fumaça”: o ensino de História a partir das fotografias familiares
(Universidade Federal do Pará, 2021-12-21) COSTA, Daniele Barreto da; SILVA, Wesley Garcia Ribeiro; http://lattes.cnpq.br/2125737316069934; https://orcid.org/0000-0002-2734-5442
This dissertation establishes the possibility of building and using local history from the reading of students' primary sources, such as photographs, as a means of facilitating the understanding of the contents of History. The place where we developed our study is the School Center in Learning and Development Percepcion (CEADEP), where I have been teaching for 12 years. To develop our purpose, we started from the problematization of the uses, from a heritage perspective, of places / objects / monuments / memory spaces in the city of Castanhal in Pará. spaces of memory, we propose to reflect on historical time (past and present) and problematize them as narratives that emerged as stories of the city, from then onwards we glimpse the possibility of bringing about other narratives. We culminated in the proposition of remembrance of the city using sources available in the personal collections of students, who, in collaboration with their families, made available as a solution for implementing the propositional dimension of this dissertation, the Family Portal, allowing the students themselves to assume the protagonism of the stories told. The use of digital tools to publicize photographs made it possible for them to perceive different forms of treatment and manipulation of photographic records over time, allowing them to analyze how to conserve this type of source, in addition to enabling readings of changes and permanencies that occurred in the city, disputes over what should or should not be remembered, social, political and economic conflicts, as well as perceived forms of appropriation and installation of their families in the city, and the care that must be taken when dealing with historical sources.