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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Alfabetização histórica: método de ensino em História na Escola Professor Remígio Fernandez, Mosqueiro/Pa
(Universidade Federal do Pará, 2021-05-21) VILHENA, José Sebastião; COSTA, Renato Pinheiro da; http://lattes.cnpq.br/0413733044020733; https://orcid.org/0000-0001-7132-0579
This dissertation is an investigation on the dynamics of History Teaching at the Professor Remígio Fernandez Municipal School, Mosqueiro/PA, in the school year of 2019, in which the project entitled: ―Historical Literacy: narratives, rap and black consciousness‖ was developed with students from class C42201 (9th grade/Elementary). However, to better understand the successes and gaps verified during the execution of this training plan, it was necessary to analyze the didactic experiences in History previously developed (between the years 2013 and 2018), which pointed out aspects of maintenance and advances in relation to a type of Teaching History linked to the historicism of the 19th century, this one characterized by the disciplinary anti-dialogism in the way of teaching, by the Eurocentrism in the choice of contents and by the predominance of written language that was not very significant for the students. Thus, starting from this research problem and seeking to build a proposal for an innovative method in History Teaching for that school, Historical Literacy was pointed out as this alternative. To support this perspective, an analysis of the dual role of historical school education in overcoming the problems related to linguistic literacy and literacy in the specific objectives of the discipline of history was carried out, pointing out as a viable way for this challenge the development of Teaching of Ethical-Racial Relations and of historical narratives in the school environment, seeking to promote the development of historical identities, praxis, consciences and awareness. Therefore, this study is epistemologically linked to the field of Didactics of History and is presented methodologically in line with the perspectives of social investigations called "action research", which is subdivided into empirical-theoretical and situated historical cognition, with the intention of to present viable educational products for the positive transformation of History Teaching at the researched school.
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O autoritarismo em questão: um estudo de caso sobre o ensino de História e a Ditadura Militar Brasileira na Escola de Aplicação da UFPA
(Universidade Federal do Pará, 2022-08-26) CUNHA, Gabriel da Silva; MESQUITA, Thiago Broni de; http://lattes.cnpq.br/9103271903652224; https://orcid.org/0009-0000-4099-8061
This work aims to discuss the concept of authoritarianism and how it mobilizes issues such as revisionism and denialism about the Brazilian military dictatorship. To achieve this objective, a case study was carried out with the history professors of the School of Application of the Federal University of Pará, an institution chosen as the locus of research due to the difficulties arising from the new coronavirus pandemic. The research also analyzes how these narratives are present in different environments and how they present themselves in their workplace, in addition to discussing the different resources and strategies that can be used by teachers in teaching about the Brazilian military dictatorship. As a product, a blog was created, with posts built from the analysis of bibliographic references, experiences reported by the participating teachers and the analysis of internet pages dedicated to providing resources about the Brazilian military dictatorship.
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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.
Acesso aberto (Open Access)
Cabanos do Acará: as múltiplas possibilidades de usos de um website para o ensino de História da Cabanagem no município do Acará/Pará
(Universidade Federal do Pará, 2024-06-10) FRAZÃO, Délcio Luis Balieiro; MESQUITA, Thiago Broni de; http://lattes.cnpq.br/9103271903652224; https://orcid.org/0009-0000-4099-8061
The dissertation addresses the multiple possible uses of websites for teaching history, with the history of Cabanagem as its focus. The work dialogues with the fields of public history and local history to discuss the stories and memories about Cabanagem in the municipality of Acará/Pará. The municipality of Acará is recognized by a large part of its population as the birthplace of Cabanagem. Leaders of the Cabano movement in the 19th century originated in the lands of Acará and among them Félix Clemente Malcher, the first Cabano president and landowner in the region, stands out. Currently, the municipality pays tribute to the history of Cabanagem through the names of public buildings, streets, avenues, in addition to keeping important places of memory of Cabanagem preserved in its rural area, such as Fazenda Acará-Açu, a property that belonged to Félix Clemente Malcher and which was attacked by imperial troops and almost completely destroyed. In schools and in the various communities in the municipality, students and residents bear the surnames of Cabanagem leaders in their names and in any part of the municipality it is always possible to find someone who knows a story or story about Cabanagem to tell. Throughout the development of this dissertation, we sought to gather on a website entitled Cabanos do Acará part of this information through the dissemination of interviews carried out with teachers from the public school system, photographs and also through entries that can be updated by students from the network. public education system in Acará. In this work, the website is presented in its implementation phase and with ideas that we consider to be initial and which, therefore, present limitations, but give the dimension of the size and possibilities that we can achieve as it is implemented as an instrument for teaching history of Cabanagem in the municipality. The dissertation also presents a memorial about how I became a history teacher, how I experienced a postgraduate degree in online history teaching and how the history of Cabanagem is also part of my trajectory and that of the generation of students from degree in history from UFPA between the years 1990/2010. Among the practical implications of this dissertation, we highlight the registration of the website as a teaching project with the State Department of Education (SEDUC), which made available hours for its implementation in the Acará state education network in 2024.
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Carnavescola: produção de uma sinopse de carnaval e composição de samba enredo: uma proposição ao ensino de História
(Universidade Federal do Pará, 2021-08-10) OLIVEIRA, Alex Costa de; MORAES, Cleodir da Conceição; http://lattes.cnpq.br/8105990413339104
The current dissertation aims to discuss a suggestion for an action research proposal for teaching history presented to the professional master's course at ProfHistória-UFPa. This aims to firstly understand the popular cultural manifestations of Brazil, such as: samba and carnival, as pedagogical potentialities to be used in teaching-learning within a classroom (even remote) of basic education. For this, a two-stage research process is proposed. The first aimed at achieving academic goals and the second with didactic-pedagogical purposes. In this sense, what is intended is the dialogical link between the concepts of memory, identity: collective and/or cultural, historical awareness and their symbolic representations in the daily lives of students using these potential tools to teach history through production, construction, of a synopsis of carnival and of a textual-poetic body of samba plot by the students. The methodology will also be developed having as support and approach conceptions used in historiography, such as: History of the Present Time, Local History, Oral History. Through sources: visual, virtual, written, sound and oral. Regarding the didactic-pedagogical proposal, the intention is to take it to the classroom (in this case, we had to resort to remote classes due to the social and historical context imposed by the covi-19 pandemic, between 2020 and 2021) experiences of constructing historical reality through samba and carnival, specifically bringing the student body closer to these social, cultural experiences, and also using the synopses and lyrics of the plot sambas, created by these historical subjects, as a source of reflection to historical consciousness analyzed in teaching practice by the professor-researcher. Finally, bring the importance of this relationship "From the street to the classroom" as the construction of analysis and knowledge for exclusively didactic-pedagogical purposes in a History class.
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Cartografia dos saberes culturais ribeirinhos: ensino de História e as vozes marajoaras (rio Guajará-Curralinho/PA)
(Universidade Federal do Pará, 2025-02-17) RAIOL, Alex de Andrade; ARENZ, Karl Heinz; http://lattes.cnpq.br/0770998951374481; https://orcid.org/0000-0001-9500-3666
This Master’s Thesis of the Professional History Teaching Program (PPGEH/UFPA) theme is the Teaching of History in the context of Riverine Education. Based on literature review on the subject, we consider that the Teaching Curriculum of the Rural/Riverine Education has not always been adequate to the reality of its demographic, as well as that the invisibility of the social and cultural practices of the peoples from the Countryside contributes to a form of Education that maintain itself Exclusionary, Eurocentric, Monocultural Linear and Evolutive. Henceforth, this research has as its general objectives the reflection about the concept of Curriculum, the Schools Historical Knowledge, Local History and Historical Consciousness; moreover, intend to give visibility to the Local History of the communities on the Guajará Riverside and the heritage knowledge of its inhabitants, allowing them due recognition and place in the History classes. The locus of research is the E.M.E.I.F. Portugal, where I have been working as History Teacher since 2017. The school is located on the right bank of the Guajará River, in a rural/riverside area of the Municipality of Curralinho-PA, and approximately 80km far from the urban center. The research was quantitative and qualitative in nature, of the Case Study type. As Historical Sources, was used a diverse set including Official Documentation as the Pedagogical Guidelines of the Portugal School (2018), the Educational Curriculum of Curralinho Municipality (2020), the Course Plan for the History Classes (2022) and the School Census of Curralinho Municipality (2023). Were also used data from the classroom activities, Fieldwork Journal, Photographs and Oral Sources collected through semi-structured interviews with five Elderly inhabitants of the community. Based on the source analysis, we concluded that the Municipality Curriculum and the Course Plan for History in the classes of 6th through 9th year present an organization of educational content in the field of History that does not take in to account the characteristics and specificities of the Rural/Riverine life in the region, despite being in line with national legislation and officially recognizing the existence of cultural diversity. The research also allowed the formulation of a Cartography of Cultural Knowledge of the Guajará River, where we identified cultural practices in the surrounding community that were associated with heritage knowledge about the waters, forests and lands of the region. Lastly, as propositional aspect of the Thesis, we developed a Didactic Sequence directed to History Teachers in Riverine Schools, which aims to rescue, register and value the memories of the Riverine peoples through a pedagogical strategy with the students as protagonists. It was intended, therefore, the making of a pedagogical practice able to communicate with the social and economic dimensions of the place, and to correlate this dimensions with the Schools Historical Knowledge in an effort to amplify the voices of Riverine subjects so that they can also be heard within the “walls” of the school.
Acesso aberto (Open Access)
Cartografia social como ferramenta para o ensino: a História do Povo Indígena Mortigura por meio de um mapa digital em Barcarena-PA
(Universidade Federal do Pará, 2024-08-28) FERREIRA, Vinicius Machado; BASTOS, Carlos Augusto de Castro; http://lattes.cnpq.br/5957760591235451
This professional master's dissertation in history teaching starts from the use of the textbook "Conquista Solução Educacional" as the object of study for the analysis of maps, highlighting its importance at Instituto Cristo Rei, where it is mandatory and linked to the National Common Curricular Base (BNCC). The use of this book faces challenges due to the extent of the content and the limited class hours. The maps, present in the book, are seen as resources to make classes more reflective and dynamic. Authors such as Kazumi Munakata (2016) and Alain Choppin (2004) offer perspectives on the role of the textbook in school culture, while others like Harley (2005) and Carlos Tiné da Silva Pereira (2020) emphasize the power and construction of cartography, respectively. The immersion of students in social maps, especially those produced by the Mortigura indigenous people, expands their historical and spatial understanding, challenging Eurocentric views. The need to broaden students' perception of Portuguese colonization and the experiences of the Mortigura required the construction of a digital map. Authors such as Souto (2017) and Danilo Alves da Silva (2018) discuss the importance of using digital resources, in addition to my mediation as a teacher-researcher in the teaching and learning process. Social cartography, made by the Mortigura indigenous people, was used as the main teaching material, seeking to value their knowledge and resistance in the history of the past and present time. Thus, the active and interactive methodological approach, combined with workshops, allowed students a deeper understanding of the territory and history of the Mortigura, as well as of the municipality of Barcarena, contributing to a decolonial teaching of history.
Acesso aberto (Open Access)
Cartografias do patrimônio cultural do bairro do Jurunas (Belém-Pa): espaço, tempo e identidade no ensino de História
(Universidade Federal do Pará, 2020-12-03) CORRÊA, João Nazareno Pereira; BASTOS, Carlos Augusto de Castro; http://lattes.cnpq.br/5957760591235451
This text deals with the steps taken towards a sociocultural cartography of the Jurunas neighborhood (Belém-Pará), according to the cognitive point of view of students from two classes of Fundamental Maior (8th and 9th Years), from Escola Vereador Gonçalo Duarte. Research / teaching strategy, mainly, focused on moving elements of the local history of this urban space and its cultural heritage with the knowledge of school history, through the use and analysis of mental maps, textual productions and photographic records formulated by them subjects / students. The application of this mapping process or didactic sequence, emerged from the favorable meeting of my teaching experiences with the scientific theory of History Teaching, especially from the reflections emanating from the perspective of local history, the plural notion of heritage and important aspects of the field Cartography. That said, I can say that this research effort was able to glimpse the gestures that such students practice to territorialize the spaces in which they live and, with that, offered the possibility to unveil new scenarios of living heritage or in continuous movement of this southern region of the Capital of Pará.
Acesso aberto (Open Access)
Centro Histórico de Belém: lugar de história e memória na sala de aula
(Universidade Federal do Pará, 2019-01-29) MARTINS, Lourdes Machado; SILVA, Wesley Garcia Ribeiro; http://lattes.cnpq.br/2125737316069934; MACÊDO, Sidiana da Consolação Ferreira de; http://lattes.cnpq.br/4202561791565993
The dissertation Centro histórico de Belém: place of history and memory in the classroom, aims to develop a didactic proposition, to teach history from heritage sources, incorporating the use of local historical patrimony. The experiment was carried out at the State School of Elementary and Middle School Rui Barbosa, located at Rua Joaquim Távora, 408 in the neighborhood of Cidade Velha. For this research, two monuments of the Historic Center of Belém were selected: the Castle Fort and the Frei Caetano Brandão Square, as a space for the development of teaching and learning in interface with local history. The result was considered positive, because a great involvement of the students with the proposed tasks was observed, a fact that favored the learning of the same ones. As an educational product of the dissertation, the third chapter presents the pari passu of the didactic preposition that proposes to be used in teaching history in different series and levels of teaching. The didactics of history used foresees a methodological course in which the teacher will be the interlocutor in dialogue with the students, because it is he who will present to the students the sources that will be used, as well as, guide them in the construction of reflections about the historical patrimony , whose main objective is to stimulate the construction of historical knowledge in different spaces of memory. The students, in turn, will be agents of this research, since they will have the opportunity to analyze the sources directly and, at different times, they will be the interlocutors through the answers that they will find in the crossing of the sources to each presented question, whose objective is to approach the students of local history through direct contact with sources and local themes. The project was theoretically reflected in the debates and disciplines in the first group of the Professional Master's Degree in History Teaching, highlighting the Rüsenian didactics in epistemological interaction with the debates about heritage education. The study of the historical center from the perspective of heritage education is the educational product as a result of the master's thesis that seeks to make the dialogue between epistemology and praxis.
Acesso aberto (Open Access)
A cidade entre memórias e fotografias: uma prática de ensino patrimonial nas aulas de História - Icoaraci – Pa
(Universidade Federal do Pará, 2020-08-28) PEIXOTO, Williomar de Souza; MACÊDO, Sidiana da Consolação Ferreira de; http://lattes.cnpq.br/4202561791565993; https://orcid.org/0000-0002-1481-9274
This dissertation has as main theme the dialogue between Heritage Education and local History in the teaching of History in order to contribute to scientific research on the didactics of History. It seeks paths that can lead students to historical knowledge, in fact, meaningful. To this end, it aimed to demonstrate the importance of the treatment of history teaching with themes of local history, and heritage, considering the important connection that they have with the perspective of the development of the students' identities and sense of belonging, suggesting to present a didactic sequence within these research fields mentioned above. In this sense, mainly oral sources were used, derived from the survey of memories of part of the residents of the district of Icoaraci, and consecutively the recording of photographic images of the spaces and practices listed in these reports of memory. Such practice aimed to place the student as the protagonist of the research, enabling them to apprehend a past from their place that for them was previously silenced, helping them to gain notions of a time full of ruptures and permanences in the present. The production is a means of expanding the debate on heritage teaching, and of research in teaching history from the uses of different memory spaces as a source of analysis. The work suggests the existing debate about the definitions and uses of cultural heritage, their purposes and what projects of society they serve. The material result of this project is configured in a product in a booklet format, systematizing the didactic proposal in heritage teaching carried out here, having as main target teachers of the basic education network, as well as the collection of images produced by the students, in addition to the bank itself of data that organizes the notes on places, customs, local practices from the memory of the elders and students.
Acesso aberto (Open Access)
Contos de rios: memórias sobre as águas e o ensino de História em Santa Izabel do Pará
(Universidade Federal do Pará, 2020-12-15) RIBEIRO, Ligia Mara Barros; KETTLE, Wesley Oliveira; http://lattes.cnpq.br/9421187953739248; https://orcid.org/0000-0002-5824-5700
This study approaches the environmental perspective with emphasis on rivers in history classes. It aims to analyze the students' perception of the relationship between the Izabelense, Jordão and Caraparu rivers and the history of Santa Izabel do Pará, following the theoretical basis proposed by environmental history. Therefore we use oral history as a methodology to produce the izabelenses environmental memories from the speeches of the old residents, and through these, the students get to know the uses, relationships and social practices experienced between the subjects and the rivers, at the same time in which they analyzed the existing works on the history of the city, so that they understood what these authors said about rivers and nature or if they did not speak about them. So, as a product of this dissertation, was made the e-book Rivers' tales: izabelenses stories, in which the students in their writing and illustration of the stories used the environmental memories collected with the help of the information present in the works to point out the spaces they considered significant for the history of the place and thus write their texts that present new narratives about Santa Izabel do Pará, now including the rivers. With that, the students reflected on the environmental issues and crises existing in the place, leading the production of knowledge and, with the domain of this, developed their environmental awareness, being critical of the problems of the present in relation to water and rivers, being able to exercise the citizenship based on the issues reflected in their history classes.
Acesso aberto (Open Access)
Cultura material e as sociedades da fase marajoara: possibilidades para o ensino de História no Ensino Fundamental II
(Universidade Federal do Pará, 2020-09-30) COSTA, Mayco Bruno Cruz; SILVA, Roberta Alexandrina da; http://lattes.cnpq.br/7977807580099569; https://orcid.org/0000-0002-7580-2054
In the Marajó archipelago, between the years 400 and 1300, the Marajoara Indigenous people developed societies noticeable for a material culture that indicated, among other aspects, the management of natural resources with the construction of “tesos”, besides a sophisticated ceramic production. They were among the efforts to build a national identity as representatives of Brazilianness, with reproduction and reframing, in contemporary productions, of the symbolisms in their material culture, as in ceramic pieces produced in the neighborhood of Paracuri, in Icoaraci (Belém-PA). Addressing the theme “Marajoara Culture” was considered relevant in line with the legal statute Lei nº 11.645/2008 and the guidelines of the BNCC, with 6th grade students of elementary school II, in a school located in the city of Ananindeua (PA) - a State School of Elementary and Secondary Education in Pará. A didactic action plan was organized in order to give these students the opportunity to get in touch with cultural material from the societies of the Marajoara period, in “History Workshops” that presented these historical sources in various supports (photographs, a playful game, in addition to excerpts from archaeological research) and visitation classes, visiting two memory spaces: the Research Campus of “Museu Paraense Emílio Goeldi” and “Museu Forte do Presépio”. From these experiences, it was possible to observe learning in history through the application of a diagnostic instrument at two different times with the students – one before and one after the plan for didactic action–, as well as in the reports of visits to the museums, produced by students. There was a change of mind in the identification and contextualization of the specificities in the social dynamics of the studied societies, as well as in the understanding of the importance of their legacy and in the recognition of their artistic traits in contemporary productions. In order to share knowledge, experiences and didactic resources resulting from the research, a website was setup, aiming to contribute with methodological suggestions for teaching this theme.
Acesso aberto (Open Access)
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.
Acesso aberto (Open Access)
“E eu não sou uma professora?”: ensino de História e narrativas femininas das margaridas e girassóis na Educação do Campo
(Universidade Federal do Pará, 2024-06-25) SANTOS, Alandienis Souza; LINHARES, Anna Maria Alves; http://lattes.cnpq.br/3081434819616255; https://orcid.org/0000-0001-7548-9259
This dissertation aims to discuss and reflect on the importance of narratives that include women, more specifically black women, in history classes in the Tomé-Açu (PA) countryside. The interviews and observation of daily school life were the source of research for carrying out this academic work, together with the readings of black authors such as Lélia González, Conceição Evaristo, Alice Walker, Djamila Ribeiro, Audre Lorde, other authors such as Glória Anzaldúa, Roseli Salete Caldart, authors such as Ailton Krenak and Antônio Bispo, etc. We highlight narratives from teachers who teach history in the countryside to understand how this invisibility occurs. We produced a pamphlet with the concepts: feminism, black feminism, ecofeminism and rural education, we created a collective CEAME- Coletivo de Educadoras(es) Antiracistas Movimentando a Educação do Campo, through a blog as a product of the dissertation, so that more educators learn about and discuss patriarchy, racism, machismo, sexism in rural education in history teaching.
Acesso aberto (Open Access)
Ecos de São Domingos: as contribuições decoloniais para uma revolução contra a colonialidade epistêmica no Ensino de História
(Universidade Federal do Pará, 2024-08-31) LUZ, Maycon Jordan Portugal Favacho da; ESTEVES, Carlos Leandro da Silva
This work sought to analyze and explain the problem of why the Haitian Revolution is worked on in the 8th grade of elementary school as an appendix to the French Revolution. Our main theoretical contribution was the decolonial perspective using the concept of “coloniality” as the starting point, aiming to present the paths of “epistemic colonization” in the teaching of history, using as a research methodology analyses of bibliographic discussions regarding teacher training directed at French quadripartism, which is extremely Eurocentric; we investigated the Common Core National Curriculum based on skills and competencies; we carried out an analysis regarding our problem in the textbooks of the PNLD 2020-2024; in the research space, the Barão de Igarapé Miri school, we collected data through “classroom ethnography” and the application of questionnaires in class 803. As a product of the dissertation, we proposed the construction of historical narratives through workshops that analyzed historical sources of Echoes of the Haitian Revolution in Brazil, aiming to create a short comic book at the end of the productions.
Acesso aberto (Open Access)
O ensino de História da África e da cultura afro-brasileira: uma proposta de ação decolonial em conexão com a didática da História
(Universidade Federal do Pará, 2020-08-24) PINON, Alerrandson Afonso Melo; LEAL, Luiz Augusto Pinheiro; http://lattes.cnpq.br/7967678999713659; https://orcid.org/0000-0002-0145-5379
The purpose of this work was to produce a methodology for teaching History with a decolonial orientation, with the aim of giving priority to teaching African history and Afro-Brazilian culture. We will demonstrate how decolonial thinking, with reference authors Aníbal Quijano, Walter Mignolo and Catherine Walsh, can reveal to us how the history of Africa and Afro-Brazilian culture have historically been subordinated in school curriculum. We will also emphasize the main criticisms of Eurocentrism in the production of historical knowledge, arising from post-colonial African thought, having Mudimbe, Mbembe and Appiah as reference authors. From these reflections, it was possible to draw the guidelines that guided the formulation of the pedagogical intervention work in the school space. In order to carry out the intervention work, research was carried out on the historiographic collection available in the libraries of the researched school spaces, in addition to research on the historical meanings that students attributed to the History of Africa and the relations of the African continent with Brazil, before and after intervention work. In order to understand the historical meanings attributed by students to Africa and their relations with Brazil, a dialogue was carried out with the Didactics of History, having historian Jörn Rüsen and his concepts of historical consciousness and historical culture as the author of reference. The connection with the Didactics of History allowed diagnoses about how students historically think about the History of Africa and its relations with Brazil. Based on this diagnosis, it was possible to formulate intervention work in the school space, where I developed educational products (didactic texts and slide shows) on the history of Africa and Afro-Brazilian culture that were used in my teaching practice in two schools of basic education in the metropolitan region of Belém do Pará: Helder Fialho Dias (SEMEC Belém) and Américo Souza de Oliveira (SEDUC Pará). The intervention took place in the second half of 2019 and was carried out from expository classes and evaluative activities that culminated in Cultural Shows and seminars presented by the students. After the intervention, a research was carried out to evaluate the learning results, in which was possible to diagnose significant learnings, which led the students: to overcome the reductionism from the History of Africa to the History of slavery; to undo negative images and break the stereotypes created about the History of Africa and the African continent; and to overcome racism.
Acesso aberto (Open Access)
O ensino de História e a Educação Inclusiva: desafios e possibilidades docentes na adoção de práticas inclusivas no município de Bragança no nordeste paraense
(Universidade Federal do Pará, 2023-05-26) PIMENTEL, Marcelo Victor Barbosa; CHAVES, Túlio Augusto Pinho de Vasconcelos; http://lattes.cnpq.br/0678870505162412; https://orcid.org/0000-0002-4008-5235
This master's thesis work aims to explore the boundaries between History Teaching and the concept of inclusive education, highlighting the importance of us, historians and History teachers, looking at the issue of inclusion as part of our research field. and planning our practices as education professionals - as other areas of knowledge already do. If we think that the history of people with disabilities was bequeathed to various oblivions to the detriment of official narratives, only gaining relative visibility in the second half of the 20th century, with History coming from below, and the influence of Marxist works, we can associate such erasure with the look that these individuals acquired in the social environment. Forgetting, segregation, integration and more recently, inclusion, are steps that mark the socio-historical trajectory of these individuals, which needs to be embraced by the research of those who dedicate themselves to the Teaching of History (if we think about the lack of our training curriculum of degree courses in History for this theme this need increases exponentially). Another challenge that this research proposes is to collect information from History teachers and students, as well as other education professionals, in the city of Bragança, in the State of Pará, in order to create an overview of how this inclusion of people with disabilities in schools of the state public network has been developed in History classes over the last few years, in addition to reflecting through research that touches on the theme, and from the teaching experiences themselves, what are the possible contributions that we can make to a better approach of this theme in the teaching of History , and research that may arise from this same perspective.
Acesso aberto (Open Access)
Ensino de História e a História Local: (re)pensando a prática docente a partir da vivência de estudantes da Vila de Nazaré do Fugido em Magalhães Barata-Pará
(Universidade Federal do Pará, 2024-10-31) ALMEIDA, Eula Regina Cidade; MACÊDO, Sidiana da Consolação Ferreira de; http://lattes.cnpq.br/4202561791565993; https://orcid.org/0000-0002-1481-9274
This study discusses the teaching of history, local history and the possibilities of this teaching tool for the historical learning of students in the 9th year of elementary school at the EEEFM Manoel Sabino da Silva in the village of Nazaré do Fugido in Magalhães Barata-Pará. Our methodology used the contributions of Oral History and Action Research, which allowed us to reflect on teaching practice based on the school and life experiences of these students. We present here the results of the bibliographical and field research, the latter resulting from the application of questionnaires and interviews with residents of the village of Nazaré do Fugido. We conclude that by bringing the elements of historical science closer to the teaching of history, local history assumes an important role as a methodology and pedagogical strategy in the service of forming students' historical awareness. In this way, local history acquires a practical function of giving subjects an identity and providing the reality in which they live with a temporal dimension, an orientation that can intentionally guide action through the mediation of historical memory.
Acesso aberto (Open Access)
Ensino de História e História Local: (re) construindo identidades locais na sala de aula
(Universidade Federal do Pará, 2023-06-27) BRITO, Igor Alesson Dantas; DIAS JÚNIOR, José do Espírito Santo; http://lattes.cnpq.br/7994103518602397
The present dissertation that I present to the academic community and the general public, proposes to dialogue with the issues of Riverside Identities and Local History, that contemplate the memories of the Amazonian communities from the classroom. The research took place at the Laurival Cunha school, Ilha das Onças, city of Barcarena - PA, a city located close to the Capital Belém, which has a direct connection in its History with the process of Portuguese colonization in the Amazon and for this reason we propose to problematize the concepts of national identities and how this issue is being worked on in the classroom. From these questions we arrive at the questions: how is local history worked in schools? How to promote students' historical learning using local history, taking into account that the individual's formation perceives different perspectives when developing how local history is worked in schools? How to promote students' historical learning using local history, taking into account that the individual's formation perceives different perspectives when developing in society? What do students and teachers understand by local history? This research is part of the field of action research and is supported by different sources and substantiated by bibliographical research, based on scientific articles, dissertations, theses, books, specialized websites and theorists who have become references in the subjects addressed and in different contexts. , as in the case of the theoretical aspects that the research dialogues with Decolonial Studies QUIJANO 1989, MALDONADO 2008, MIGNOLO 2002 et al; Historical Consciousness RÜSSEN 2201, CERRI 2007; Didactics BERGMANN 1990; and Regional Studies that assume the scope of the research SCHAN, PACHECO and BELTRÃO 2001, HAGE 2013, MEGGERS 1977, among others. For the development of actions at school, we sought support materials that could provide a didactic basis for the application of our proposal that aligns regional experiences with the teaching of history. For data collection we used forms and semi-structured interviews.
Acesso aberto (Open Access)
Ensino de História e história local: memórias e historicidades de Anajás na Escola Professora Prudência Borges de Menezes, Anajás-Pa
(Universidade Federal do Pará, 2021-12-29) PALHETA, Mônica Malcher; SOARES, Eliane Cristina Lopes; CHARLET, Eliane Cristina Soares; http://lattes.cnpq.br/6000275052016633
This research aims to problematize the teaching of history at the Professora Prudência Borges de Menezes school, located in the city of Anajás on the island of Marajó/PA. It intends to sharpen the feasibility of using local history in history classes as a contributing instrument to the process of building historical school knowledge. The proposal is to highlight the relevance of the subject History for the production of historical awareness from the school, understood as a privileged space for teaching/learning and also for the production of knowledge by cultivating the understanding of local history through narratives and memories of common subjects. Therefore, it will seek to carry out bibliographical research, photographs, analysis of normative documents and interviews with different subjects that make up the school space. The data obtained will allow us to analyze the dynamics that involve the practice of the history discipline. The other moment of this research will be the application of a history workshop project, entitled "Each booklet is a story: a proposal for a bibliographic collection for local history", in which through classes-workshops, students will be equipped to deal with research historical and oral sources, through interviews to collect information for the production of booklets with didactic and historiographic aspects that contribute to the understanding of local history.