Navegando por Autor "BRITO, Adilson Junior Ishihara"

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Acesso aberto (Open Access)
Domar as águas e os sertões da fronteira intra-americana: a centralidade dos caminhos fluviais nas disputas luso-espanholas do Tratado de Santo Ildefonso
(Associação Nacional de História, 2019-12) BRITO, Adilson Junior Ishihara
This article discusses the process of demarcation of boundaries between Portuguese and Spanish possessions, at the juncture of the Treaty of Santo Ildefonso (1777). During the process, which took place between 1780 and 1791, the rivers became important points of intra-American disputes between the Iberian demarcation commissions, since they could be taken as the natural dividing lines of the physical space subordinated to one or another monarchy, as well as ways in which the unknown localities, along with their natural resources and native populations, could be mapped. We will focus on several military incursions into the tributaries of the Negro and Japurá rivers, central to the parallel disputes between Portuguese and Spanish during the demarcations, which demonstrate the great concern with the intra-American borders of Portuguese dominions, to tame the backlands and turn them into jurisdictions.
Acesso aberto (Open Access)
Identidade fraturada: O desmemoriamento da "Adesão do Pará" no ensino de história
(Universidade Estadual de Londrina, 2021-06) BRITO, Adilson Junior Ishihara
It seems relatively settled that one of the roots of the school historical knowledge is related to the intellectual commitment with the edification of the Nation, from the construction of collective memory and identity. As a discipline of basic public formation, History should commemorate national history, and its regional and local developments, by encouraging the genealogical learning of a common past. This picture has undergone great changes in the present time. The History taught in the High School has distanced itself from this genealogical function, in which the basic formation does not include the significant learning of history, leading to processes of dismemberment and unawareness of national, regional and local identity goods among educations agents in the school space. This article intends to enter into this discussion, about “fractures” in teaching and learning experiences of a specific regional historical process, the "Adherence of Pará to Brazil’s Independence", in the daily life of a public High School in the outskirts of the municipality of Ananindeua-PA, in the brazilian Amazon.