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 - 4 de 4

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Da rima à raça: narrativa rap e consciência histórica na poesia de Pelé do manifesto
(Universidade Federal do Pará, 2019-01-30) FERREIRA, Rafael Elias de Queiróz; COSTA, Antônio Maurício Dias da; http://lattes.cnpq.br/2563255308649361; https://orcid.org/0000-0002-0223-9264
Considering Brazilian education as a constructor of a hegemonic educational discourse in the sense of reproducing stereotypes towards the Afro-Brazilian populations, this study aims to dialogue with the narrative poems of Pelé do Manifesto in the attempt to promote reflections in school space about the historical consciousnesses, as well as of the historical identities that their compositions may engender. The methodological treatment developed by this research was based on the analysis of the rapper's musical compositions lyrics, as well as on interviews he granted, as well as the execution of a pedagogical intervention project that allowed the application of his lyrics in school space. In this way, the musical compositions of the Rap genre, written by Pelé do Manifesto, can be observed as being fruitful in the process of constructing historical identities, which allows us to conclude that Rap music mobilizes historical knowledge - which is resulting from practical life experiences - and presents itself as a fruitful didactic language in the teaching of History, contributing to the awakening of an identity affinity with Afro-Brazilian populations.
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/6000275052016633
A 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.
Acesso aberto (Open Access)
Ensino de História e Direitos Humanos: a história de gênero na perspectiva interseccional e a luta da mulher negra por direitos
(Universidade Federal do Pará, 2021-12-20) FARIAS, Marilin Genezareth de Oliveira; ESTEVES, Carlos Leandro da Silva; http://lattes.cnpq.br/6758802097773377
This work intends to discuss how the human rights can be worked in the teaching of history from the gender issue through an intersectional perspective. We will start from the hypothesis that there is a historical culture that ignores the importance of rights as a parameter of citizenship, as well as a "patriarchal tradition" that legitimizes the male chauvinist culture. Methodologically, we will use the theory of history to base our research on concepts of historical awareness and school culture, in order to identify the students' historical knowledge. The thematic cut will deal with the issue of intersectionality, considering a specific approach to gender, class and race from the perspective of the history teaching. To do that, we rehearse proposals for thematic workshops on the fight of black women for rights, so we can think about the product together. At the end of the research, the designed product will serve as a didactic support for schools and the teaching of history, in HQ format, that is, one that has a accessible language to the basic education.
Acesso aberto (Open Access)
A Olimpíada Nacional em História do Brasil: o ensino de história para além da sala de aula
(Universidade Federal do Pará, 2024-11-11) NASCIMENTO, Márcio dos Santos do; CHARLET, Eliane Cristina Soares; http://lattes.cnpq.br/6000275052016633; orcid logo https://orcid.org/0009-0007-0797-4894; COSTA, Renato Pinheiro da; http://lattes.cnpq.br/0413733044020733; https://orcid.org/0000-0001-7132-0579
This study investigates History Education as a process of knowledge production through the participation of students in the Brazilian National History Olympiad (ONHB). It seeks to understand whether research develops skills not only in the classroom but also in other learning spaces. Created in 2009 by Unicamp, the ONHB aims to encourage the study and research of Brazilian History, promoting integration among schools, teachers, and students. The research was conducted in two private schools in Belém, Pará, involving both participants and non-participants of the ONHB. Discursive questionnaires were used to investigate students' perceptions of History Education and the influence of the competition on their development. The analysis focused on identifying how the use of historical sources and documents stimulates critical debates and varied thematic approaches, promoting reflective argumentation and students' protagonism both in the classroom and in the competition. Additionally, it sought to understand how non-participating students perceive the value of historical knowledge and the impact of the ONHB on their peers' development. The problematization arises from the perspective of behavioral changes among ONHB participants, questioning whether classroom History lessons limit students' critical capacity. Other inquiries include: the gap between History Education in Basic Education and academic research; whether History classes are outdated, overly content-driven, or less engaging; and what role teachers play in fostering student protagonism. The results indicate that the ONHB plays a fundamental role in transforming History Education in Brazil, broadening historical interpretations, developing critical thinking, and fostering research skills in students. The competition stands out by encouraging investigation and critical reflection on the past and present. In summary, the ONHB promotes participatory and meaningful education.

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