Dissertações em Ensino de História (Mestrado Profissional) - PROFHISTÓRIA/Ananindeua

URI Permanente para esta coleçãohttps://repositorio.ufpa.br/handle/2011/9263

O Mestrado Acadêmico pertence ao Programa de Pós-Graduação em Mestrado Profissional em Ensino de História (PROFHISTÓRIA) do Campus Universitário de Ananindeua da Universidade Federal do Pará (UFPA).

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Agora exibindo 1 - 11 de 11

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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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A construção de conceitos no ensino de História: para além do “verbalismo vazio”
(Universidade Federal do Pará, 2022-06-17) SOARES, Emerson Sousa; NUNES, Francivaldo Alves; http://lattes.cnpq.br/4125313573133140; https://orcid.org/0000-0002-2750-0625
This dissertation has as a main aspect the problematization about the dealing with the concepts by teachers and students of basic education. It also aims to understand the importance of establishing strategies that allow greater student participation in the construction of relevant concepts for History Teaching, in addition to contributing to the student's development as a reflective being. In the same vein, to propose viable paths for teachers to work with the concepts in their profession. The methodology used was the case study, associated with the participant observation. Regarding the sources, semi-structured interviews were carried out and qualitative-quantitative questionnaires were applied. Those were carried out with 2 History professionals who teach classes for Basic Education, from private schools in the capital of the State (Pará). The questionnaires, in addition to being applied to the 2 teachers with the addition of one more, were also directed to the students as respondents and part of the research. As a product, we chose to propose a research that presents new paths to teachers-researchers in History Teaching, based on meaningful learning, so students will act decisively in the elaboration of a Dictionary of Concepts, a substantive type one, in digital format, present in a site that will be under permanent construction.
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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.
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Decolonizando a África: o uso da tecnologia educacional para uma educação antirracista no ensino de História
(Universidade Federal do Pará, 2020-09-25) CARDIN, Hortência Keize Araújo; DIAS JÚNIOR, José do Espírito Santo; http://lattes.cnpq.br/7994103518602397
The Teaching of History was directly affected by the sanction of Law nº 10.639 / 2003 which makes the theme of “Afro-Brazilian History and Culture” mandatory in the official curriculum of the Teaching Network, the Teaching of History along its trajectory was guided by a curriculum based on a Eurocentric world view, which resulted in the reproduction of stereotypes about the African continent and its descendants, thus, the objective of this research is to show the importance of teaching history from a decolonial perspective and that can contribute significantly to the formation of an anti-racist historical conscience. The research was carried out with 6th grade students and based on the data obtained, new practices and approaches were proposed for the Teaching of African History, which culminated in the final product of this dissertation in the context of the Postgraduate Program in Teaching History ( PROFHISTÓRIA) with the production of an Educational Technology, materialized through a board game called "Decolonizing Ancient Africa" that presents the diversity of Africa and Afro-Brazilian culture, thus contributing for the educational system to become more and more more focused on the education of ethnic-racial relations from an anti-racist education.
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Ensino de História e educação patrimonial no trato com as relações étnico-raciais no ambiente escolar
(Universidade Federal do Pará, 2020-12-11) MOREIRA, Catarina da Silva; LOPES, Siméia de Nazaré; http://lattes.cnpq.br/8791203591623509
Educating ethnic-racial relations in the school environment is a way to cooperate with the exercise of citizenship in a broad way. And, in this task, the teaching of history contributes to the formation of citizens capable of exercising citizenship and collaborating for its maintenance and expansion. In this perspective, the dissertation entitled "Teaching History and Heritage Education in dealing with Ethnic-Racial Relations in the School Environment" seeks to understand the sociability processes among students in the environment of the EEFM Dr. Pádua Costa School, in Santa Bárbara do Pará, investigating what are the prejudices surrounding ethnic-racial relations and their effects on students' school life. The methodology used for research was school ethnography and action research, the results of which showed forms of ethnic-racial prejudice involving sociability in the school environment under study, which are linked to the ethnic and social origin of students. Research on this theme in the field of education and psychology, showed that the situations of ethnic-racial prejudice, cause negative affects on the self-esteem and identity of the subjects. In view of the results, a proposal for teaching history with heritage education is presented, seeking to know and recognize the heritage references and memories of Afro-Brazilian, indigenous, caboclo, rural and riverside matrixes that circulate in the school routine and in its surroundings. Through such pedagogical practice, it is intended to cooperate with the education of ethnic-racial relations as a way of overcoming prejudices in the school environment. As a product of this didactic experience, a video and a podcast were developed on the patrimonial references and memories that circulate in the school routine and its surroundings.
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“Eu tenho história” – trabalhando História e memória em sala de aula através da pesquisa pessoal e familiar
(Universidade Federal do Pará, 2023-08-03) GOIS, John Jorge de Sousa; BASTOS, Carlos Augusto de Castro; http://lattes.cnpq.br/5957760591235451; https://orcid.org/0000-0001-6226-8860
This text is the result of work carried out in a private school in the city of Belém with a 6th year class, in which students were encouraged to learn about their personal and family history and from this produce a small book with the history of their family, they also made a Fair-style presentation where they exposed their learning to the school community. This dissertation aims to provide a teaching method to work on important concepts in the discipline of History, mainly History and memory. Still on the methodological field, the student is placed in contact with the analysis of primary and secondary sources in the classroom, such as written, oral, imagery and materials. Furthermore, the activities carried out in class also aim to bring the student closer to the subject of History, enabling them to take a greater role in the teaching-learning process, being both the researcher and the object of research at the same time. To better direct the teacher, a guiding plan was created in a didactic sequence, which is the product of this work. The intention of this proposal is not to exhaust the subject in question, but to point out possibilities on the topic for the 6th Year of Elementary School, when studies generally begin with the History subject. The ideas presented can be adapted to other series.
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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.
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Mostra de História em processo de interação escolar no Ensino Médio: um estudo sobre ensino aprendizagem na escola estadual “Benício Lopes”, Castanhal-Pa
(Universidade Federal do Pará, 2022-04-14) LIRA, Vascilene da Silva; NUNES, Francivaldo Alves; http://lattes.cnpq.br/4125313573133140; https://orcid.org/0000-0002-2750-0625
The History Exhibition, held at the Benício Lopes State School (located in the municipality of Castanhal-PA), presents itself as a proposal for a pedagogical instrument that aims to assist in the teaching-learning process within the Teaching of History, using theoretical approaches based on the School Culture and Historical Education, appropriating the prior knowledge and baggage brought by the student on different themes, resulting from their personal experiences and linking them to school historical knowledge, relating these themes within a political-social as well as a theoretical context -methodological in the perspective of contributing to a significant historical learning, thus contributing to the formation of a critical-reflective historical conscience on the part of the students, seeking to help in their own perception of the world and action on it. This proposal also uses the format of School Fairs / Exhibitions in order to promote greater school interaction of the participating students, instigating a greater proximity to the discipline of history, arousing their interest in a more didactic and attractive way.
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Museu Parque Seringal: proposta no ensino de História e natureza
(Universidade Federal do Pará, 2021-12-29) CONCEIÇÃO, Ana Maria da Silva; KETTLE, Wesley Oliveira; http://lattes.cnpq.br/9421187953739248; https://orcid.org/0000-0002-5824-5700
The present work makes a study about the heritage set of the Museu Parque Seringal, in Ananindeua/PA, as a space that collaborates for the teaching and learning process, in order to contextualize the relationship between past and present of the history of the municipality for the const ruction of historical knowledge that considers nature as a source of learning for the discipline of History. Here we present the results of a field work that involved elementary school students from the “Cândido Horácio Evelin” Middle School. The objective is to launch new perspectives on the park in order to rethink how that place contributes to the teaching of History, using the narratives and knowledge produced by the 9th grade students and also the previous knowledge of the community around the park. It was intended to demonstrate that museums are living spaces and places of memory that dialogue with our present and that keep their specificities and that, therefore, must be preserved within an interdisciplinary perspective that implies the relationships between memory, history and nature contained in the space that shelters rubber trees ( Hevea brasiliensis ). The educational product associated with this research is a folder that will help future guided visits to the Museum. The folder has guidelines, a pho to gallery, hyperlinks and QR Code that make the experience more interactive and immersive and can be used by teachers, students and the general public.
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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.
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Quadrinhos no ensino de História: uma experiência para a discussão de racismo na educação básica
(Universidade Federal do Pará, 2020-12-28) LEAL, Elenn Cleidiane do Socorro Chaves; FONTES, Edilza Joana Oliveira; http://lattes.cnpq.br/9447513031256372
This research aim to demonstrate how the art of comics can be used as a starting point for the discussion of racism in basic education. Presenting a proposal for a workshop class with a class from the 7th grade of elementary school, from a school in the municipality of Mãe do Rio - PA, the research aim to contribute to the promotion of a teaching of history oriented to respecting the ethnic diversity of our country, promoting within the school the fight against racism. As a final product of this master thesis, a booklet entitled “Racism, no way! the material in question is the result of the workshops and is divided into two parts. The first part presents information about racism and the comic strips produced by the students, while the second part consists of the workshop script, which aims to guide those who wish to discuss racism using comics. It is hoped that the booklet will help to raise people's awareness, so that they realize how harmful racism is and must therefore be combated.

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