Programa de Pós-Graduação em Ensino de História - PROFHISTÓRIA/Ananindeua
URI Permanente desta comunidadehttps://repositorio.ufpa.br/handle/2011/9262
O Mestrado Profissional em Ensino de História (ProfHistoria) é um programa de pós-graduação stricto sensu e tem como objetivo proporcionar formação continuada de professores e professoras. Contribui para a melhoria da qualidade do exercício da docência em História na educação básica, visando dar qualificação certificada ao egresso para o exercício da profissão de professor de História.
Área de Conhecimento: Saberes Históricos no Espaço Escolar, Linguagens e Narrativas Históricas: Produção e Difusão, Saberes Históricos em Diferentes Espaços de Memória
Navegar
Navegando Programa de Pós-Graduação em Ensino de História - PROFHISTÓRIA/Ananindeua por Afiliação "IFPA - Instituto Federal de Educação, Ciência e Tecnologia do Pará"
Agora exibindo 1 - 3 de 3
- Resultados por página
- Opções de Ordenação
Item Acesso aberto (Open Access) 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/6000275052016633A 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.Item Acesso aberto (Open Access) 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/6000275052016633This 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.Item 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/6000275052016633This 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.