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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Amazônia usurpada e o direito ao passado regional: um estudo sobre a História Regional no Currículo da Secretaria Municipal de Educação de Manaus (1989 – 2020)
(Universidade Federal do Pará, 2021-12-13) MENDONÇA, Marúcio José Bezerra; FERREIRA, Eliana Ramos; http://lattes.cnpq.br/8121954088119834
The objective of the present research was to understand how the teaching of Regional History has been given in municipal public schools in the city of Manaus, presenting a methodological alternative based on the use of Didactic Sequence to streamline the teaching of Regional School History. In this sense, we seek to trace the advances and setbacks of Regional History in the curricular proposals of the Municipal Department of Education of Manaus (SEMED), starting from the analysis of the curricular proposals elaborated for the subject of Fundamentals of History of Amazonas - FHA, between the last decade of the 20th century and the first decade of the 21st century, when there was its extinction, and the curricular proposals for the teaching of History elaborated in the second decade of the 21st century. The arguments made in the different written and oral sources indicated that the Regional History presented in the curricular proposals of Manaus has been restricted to the teaching of the History of the State of Amazonas, with the idea of an Amazonian identity being forgotten in these debates. We analyze the conceptions and challenges presented by teachers about the teaching of Regional History and the struggle for the return of contents on Regional History to the curriculum. The locus was the Escola Municipal Helena Augusta Walcott, one of the educational units of SEMED-Manaus, located in the eastern zone of Manaus. The field research for the elaboration of the educational intervention proposal was carried out between two classes, one from the 7th grade and the other from the 8th grade, in the morning shift. Based on diagnoses, reality and students' school knowledge, we present a proposal for a Didactic Sequence called Usurped Amazon: the right to the regional past, conceived from the decolonial ideals, as a methodological strategy to dynamize and enhance the teaching of History.
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O blog no ensino de estudos amazônicos: materiais didáticos em questão
(Universidade Federal do Pará, 2022-09-30) OLIVEIRA, Leonardo da Costa; FERREIRA, Eliana Ramos; http://lattes.cnpq.br/8121954088119834
This master's thesis aims to analyze the access forms of EMEF João Paulo II teachers to the teaching materials of the curricular component Amazon studies through the absence of a textbook that meets the specificities of the school discipline in question. Also part of the restlessness of the work was the peculiarity of the discipline in it is curricular design, as well as it is interdisciplinary characteristic. It was verified the relevance of the teaching materials used by the teachers in the classes of Amazonian Studies, as well as their strategies of production of them. And as a proposal for mediation for the concerns that motivated the present work, the research presents as a didactic product the blog, here used as a pedagogical resource. Considering the Internet a space made of navigable information circuits and a virtual world of communication that expands indefinitely, both teachers and students of Basic Education, who are connected to the World Computer Network, can be have an opportunity to access teaching materials related to the curricular component Amazonian Studies. To realize the proposed objectives of this dissertation, was chosen from the methodological perspective of the case study in a qualitative approach that uses as an instrument for data collection closed questionnaire, interviews and documentary analysis.
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Branquitude na escola: percepções, relações, poder e resistências
(Universidade Federal do Pará, 2022-12-22) RODRIGUES, Irailton Brabo; LEAL, Luiz Augusto Pinheiro; http://lattes.cnpq.br/7967678999713659; https://orcid.org/0000-0002-0145-5379
The dissertation text that follows is the final result of our studies in the Professional Master's Program in History Teaching, ProfHistória UFPA, in which we present as a theme - WHITENESS AT SCHOOL: PERCEPTIONS, RELATIONS, POWER AND RESISTANCE. We seek to analyze how students and teachers at the school and also the school community, which is mostly black, perceive or do not perceive how whiteness is inserted and works at school, in the teaching of History and in society as power; how their relationships work; and how the resistances are presented. From obtaining quantitative and qualitative data, we seek support in the concepts and studies on whiteness, History Teaching, decoloniality and ethnic-racial relations, making the pertinent dialogues and pointing out paths that contribute to improving and accumulating knowledge, information and training for those who knows that we can combat and overcome relational, educational and racial problems. Thus, part of this dissertation is also a booklet with the descriptions that form the course of our experiences until we reach the debate about whiteness that we currently have, with suggestions for (in) formative interventions for the groups researched at school and with the possibility of expansion to other spaces.
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Cantando a história: produção de paródias no ensino de História
(Universidade Federal do Pará, 2021-12-29) SILVA, Maria Fabíola da; CHARLET, Eliane Cristina Soares; http://lattes.cnpq.br/6000275052016633
The present work presents and analyzes parodies produced in the classroom by 7th grade students at the Licurgo Peixoto School (situated in the municipality of São Miguel do Guamá- PA), based on the Class-Workshop model of teacher Isabel Barca. Substantiated on approaches aimed for History Teaching, the research discusses the use of music as a fruitful tool in the assimilation of the subject's contents. The need to expand and to create new teaching methodologies motivated considerably the choice of this theme, as well as thedebates about the Didactics of History and the historical awareness.
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O ensino de História e as mulheres negras: contribuições para a formação de identidades negras no Ensino Fundamental
(Universidade Federal do Pará, 2024-11-25) OLIVEIRA, Brenda Cardoso de; LOPES, Siméia de Nazaré; http://lattes.cnpq.br/8791203591623509; orcid logo https://orcid.org/0009-0005-4933-1251
This study aims to understand how History Teaching can contribute to the debate on black identities with students in Elementary School – Final Years, based on the historical trajectory of black women. To this end, the study is theoretically based on reflections on black feminism, decoloniality, and Education for Ethnic-Racial Relations. The research was developed based on the methodological procedures of action research and carried out in a private school, located in the city of Ananindeua, with students in the eighth and ninth grades of Elementary School, during the school practice of History Teaching. The sources used for the research were the institution's teaching materials, the History contents of Elementary School – Final Years ac-cording to the BNCC, as well as the images and representations contained in the textbooks. As a result, it was found that there are few analyses in relation to the racial debate and the promo-tion of positive black identities, mainly in relation to the historical protagonism of black women. To reverse this problem, we proposed, as an educational product, didactic sequences in History Teaching for Elementary School students – Final Years, who led the debate on race, gender and class based on the historical trajectory of black women. The objective of the educational product is to contribute to the debates on positive black identities and thus enable black students to (re)cognize their historical, racial, social and cultural belonging, and for non-black students, to adopt a critical stance towards racist practices and to promote anti-racist actions.
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O ensino de História e as novas tecnologias: questões de métodos e o ensino-aprendizagem de História em protagonismo discente
(Universidade Federal do Pará, 2020-03-31) SILVA JÚNIOR, João Batista da; NUNES, Francivaldo Alves; http://lattes.cnpq.br/4125313573133140; https://orcid.org/0000-0002-2750-0625
This master's thesis analyzes the possibility of using of using educational applications as a didactic resource in a high school classroom. The general aim was to identify and critically analyze the contents, methodologies and the effectiveness of applications that explore computer networks, providing contents from the discipline History, identifying the extent to which these contents and methodologies propose an innovative proposal in the construction of historical knowledge. For the effectiveness of the proposal, analyzes were made regarding the role of historical narratives in the teaching of history and the training of history teachers in educational technologies. We also observed, through the students' narratives, the extent to which this extra classroom knowledge that emerges outside the classroom space is or is not part of the historical consciousness of these students. We discussed how these didactic resources can be propositional in the formation of a didactic of history through interviews, narrative construction and participant observation. As a result, we presented an educational product built by the students of the Escola Estadual de Ensino Fundamental e Médio do Outeiro, a 3rd year high school class, a virtual application with content produced by these students about their locality, which has the potential to become an interesting didactic tool for the production and dissemination of historical knowledge.
Acesso aberto (Open Access)
Ensino de História e Educação Patrimonial em um cenário digital
(Universidade Federal do Pará, 2022-11-17) FRANCO, Leonardo Mesquita; COSTA, Renato Pinheiro da; http://lattes.cnpq.br/0413733044020733; https://orcid.org/0000-0001-7132-0579
This thesis aims to discuss the teaching of history using the education in heritage tool, with a new language form of social networks such as Instagram. Therefore, the relationship in Insta-gram is problematized with a question: is possible to promote topics of teaching and teaching-learning practices that aim at the conservation and recording of historical and cultural heritage making memories spaces? Aiming to answer this question we use critical bibliographical data, which was analyzed during the research, about many different fields such as Information tech-nology, and communication, and build a historiographic discussion using the locus of research in Bragança (Brazil, Pará). The Marujada of Benedict the Moor (Benedetto da San Fratello) a cultural manifestation is a specific focus point that is used in teaching local history. Also, it had collaborative research using a teaching schedule of middle school (7th grade) students at Mário Queiroz do Rosário, this gave us searchability about the history teaching in the school curricu-lum of history subject, in this case, the elements of cultural and historical local heritage has the biggest potential into the classes because the students come from near of history subject, in turn to this the teachers should use new methods and tools, as a technological tool of social networks as advisement, valorization, and preservation tool from the cultural heritage of the city.
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O Ensino em História na Educação do Campo durante a pandemia de 2020/2021
(Universidade Federal do Pará, 2022-06-30) CAMPOS JÚNIOR, João Thomaz de; NUNES, Francivaldo Alves; http://lattes.cnpq.br/4125313573133140; https://orcid.org/0000-0002-2750-0625
This research aims to analyze the teaching, during the year 2020. Starting from the perspective of the need to understand the effects of the covid 19 pandemic (Corona virus) in rural education, having as object of analysis the teaching of the discipline of history. The study for the research was carried out at the school E. E. E. F. M of Campo Professor Benedita Lima Araújo, which is located approximately one kilometer from PA-151, in the community of Murutinga, interior of the municipality of Abaetetuba in the lower Tocantins region, belonging to the rural area. This research project aims to analyze, how the teaching of the discipline of history was written within this period and what were the strategies adopted by the State, Department of Education, School Coordination to enable teaching`, and investigate what strategies the teacher used to achieve the proposed objectives`. The study presented here in this work is part of the research line of historical knowledge in the school space, of the Graduate Course PROFHistória (UFPA), since the focus is on the training of both the teacher and the student during the period of the year 2020. The product to be developed is a guide " that demonstrates the possibilities of Distance Learning within field education, in which it values its specificities and that is capable of creating socialization between students and members of the school community.
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/6000275052016633
This 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.
Acesso aberto (Open Access)
Escuta aí!: tem mensagem de WhatsApp no ensino de História
(Universidade Federal do Pará, 2024-08-16) NASCIMENTO, Antônio Seabra; COSTA, Renato Pinheiro da; http://lattes.cnpq.br/041373304402073; https://orcid.org/0000-0001-7132-0579
The present work aims to demonstrate the possibility of using the Whatsapp messaging application in the classroom as an important ally in student learning, especially one of its various resources: audio sending. In an increasingly technological and virtual world, this possibility becomes a necessity: the school cannot remain on the sidelines of this process, under penalty of becoming even more uninteresting for its target audience. The use of these tools is only a complements the work already done by teachers of the most varied disciplines, because I understand that the teaching-learning process necessarily goes through the bond between the one who teaches and the one who learns, marked by affection, mutual respect and companionship. The research was carried out with students of the EJA modality – Youth and Adult Education and draws attention to the fact that the authorities, in the three spheres of power, give due importance to this segment historically abandoned.
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Expressões populares e podcasts: uma proposta para o ensino de História na Educação Básica (Santo Antônio do Tauá/Pa, 2019/2021)
(Universidade Federal do Pará, 2021-12-28) ALMEIDA, Rogério Araújo de; ALMEIDA, Conceição Maria Rocha de; http://lattes.cnpq.br/5784314365587893
This work aims to reflect theoretically and methodologically about students' communication, what they say and what they hear, detailing popular expressions, in addition to analyzing their understanding in the teaching of History, considering the foundations of the Social History of Language, History Teaching, Literacy Historical, Popular Expressions as a methodological tool and the production of podcasts, the latter aims to take the subjects discussed by students beyond the walls of the school, proving to be quite promising since in a few days on the hosting platforms of this type of media the podcasts had some hits, it is worth mentioning that there was no disclosure even to the students who participated in the podcasts. A priori, the conversation with the class, explaining to them what popular expressions were and the nature of the research, was the trigger for this project, which was carried out with students from a seventh year class of the Municipal School of Elementary Education Major Cornélio Peixoto, located in Santo Antônio do Tauá - PA. The data on the students collected from questionnaires served in parts to understand them, in addition to assisting in the analysis of what they say and what they hear, particularizing popular expressions. On this pilgrimage, several conversations were held with the students, and from these I realized that they used popular expressions that I did not know and that after some explanations given by them I could understand that they were used only by the citizens of Tauá. With this note on local popular expressions, it was also possible to discuss them, motivating students to seek to understand their historicity in their speeches and their relationship with the teaching of history.
Acesso aberto (Open Access)
O facebook como ferramenta pedagógica no ensino de História
(Universidade Federal do Pará, 2019-01-30) PANTOJA, Bruno Amorim; BASTOS, Carlos Augusto de Castro; http://lattes.cnpq.br/5957760591235451
The dissertation proposes to discuss the relationship between the teaching of history and the New Technologies of Information and Communication (NTIC),since it is a reality the dissemination of technologies in the so-called information society, where the internet, and especially social networks, as well as "old" technologies such as TV and radio, generate a bombardment of information and with the interlocution of teachers, these technologies can be allied in the process of teaching and learning, generating an interaction in the classes and an interest in the content taught. The thematic clipping of the research work will be done with the use of Facebook as a pedagogical resource in teaching history to two classes of elementary school in a private school in Belém do Pará. The intention will be to understand if these tools can help the teacher of History, and thus demonstrate that this tool, through the intermediary of the educator can dynamize the process of teaching and learning, leaving lessons more interesting for students and energizing the process of building historical knowledge. For this to be possible, a methodology called Investigative Thematic Unit or also known as workshop class will be used, where several steps are followed in the construction of historical knowledge with students, where the first step is to investigate the students' previous knowledge. The product to be generated will be a closed group, in the social network Facebook, that will function as a repository of videos, images, texts, historical Memes and etc. In addition, it will be a space for debates and discussions about images, gifs, videos, exercises and tests questions, all this, posted by the teacher, referring to the subjects chosen by the students, which will be contained in the curriculum of the class, in the case of the ninth year of Elementary Education.
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A formação dos docentes de História e a Lei nº 11.645/2008: mudanças de perspectivas no trato da temática indígena no ensino de História (2008-2018)
(Universidade Federal do Pará, 2020-08-31) BARARUÁ, Marcus Vinícius Valente; LIMA, Maria Roseane Corrêa Pinto; http://lattes.cnpq.br/0040917069487308; https://orcid.org/0000-0002-8396-0618
This work intends to comprehend the transformations that occurred in the initial formation of history teachers regarding the indigenous thematic after the promulgation of the law number 11.645/2008 until the year of 2018. The general goal of the thesis is to analyze the change of perspective about the indigenous historical agent in the official documents of Federal University of Pará’s History faculties (from Belém, Bragança, Tocantins/Cametá campuses) through the subjects, in the development of the curricular planning, research and extension projects. The Pedagogical Projects of Course (PPC’s) are the guidelines for the history degree, being a source of perception in the changes that occurred after the law number 11.645/2008. It is also a goal to analyze the experience reports from the faculty who trained the history teachers for the Elementary Education, making it possible to analyze the academic and pedagogic actions held after the promulgation of the legislation, mainly to teach in class. The documental and oral sources were analyzed through the concepts of decoloniality and critical interculturality. Through the considerations it was noted that the transformations regarding the indigenous thematic in the formation of history teachers occurred in a particular way at each campus of the Federal University of Pará. The changes perceived on the research about the changes of perspective regarding the indigenous thematic in history degree of UFPA’s three selected campus are highlighted by the work featured by teachers who research, teach and promote the Indigenous History and Indigenism. The Intervention Project developed is a booklet which has the intention to present the concept of critical interculturality and how this line of thought can be used on the formulation of didactic sequences that values the political fight, the knowledge and the history of brazilian indigenous people.
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Fotografia colorida em 5 x 7: aspectos sociais e identitários, formação cidadã e elementos da consciência histórica dos discentes ingressantes no ensino médio integrado do IFPA Campus Bragança
(Universidade Federal do Pará, 2021-12-20) LOBATO, Fernando José Rodrigues; LIMA, Maria Roseane Corrêa Pinto; http://lattes.cnpq.br/0040917069487308; https://orcid.org/0000-0002-8396-0618
This work is part of the field of historical education insofar as it is concerned with the results obtained in the training process of young people and adolescents, especially in what is related to the preparation for the exercise of what we define as active citizenship. In it, we provide a brief history of the role of the formal school in the process of inclusion of new generations in the cultural environment of each period. Taking as a reference what was positive about education in the Federal Constitution of 1988 and in Law 9,394/1996 (Law of Guidelines and Bases of National Education), we elaborated and carried out a qualitative research with students entering the integrated high school courses of the IFPA Campus Bragança in order to observe and analyze their citizenship formation. In addition to this citizenship education, we also seek to observe and analyze some elements present in the historical awareness of these students, given the intention to develop methodologies in order to make historical learning more meaningful and capable of providing temporal guidance for students.
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Gênero e ensino de História: uma análise sobre a mobilização dos saberes docentes para a construção de cidadania
(Universidade Federal do Pará, 2021-12-22) MORAES, Ieda Palheta; CHAVES, Túlio Augusto Pinho de Vasconcelos; http://lattes.cnpq.br/0678870505162412
The present work problematized how/if the history teachers of Primary and High Paraense School, located in the city of Ananindeua in State of Pará, mobilize their teaching knowledge in the development of gender discussions and, if this discussion contributes to the construction of students citizenship. The participants of this research were history teachers, the principal and one of the educational coordinators of the aforementioned school. The work was developed in four stages, with the cataloging of sources and readings for the theoretical and methodological references that supported the investigation. We carried out semi-structured interviews, with discourse analysis of the teachers from that school. We also collected some documents such as: BNCC, DCEPA, PPP, textbook, school occurrence, to cross this information with the semi-structured interviews, allowing us to build an overview of gender and citizenship discussion carried out by these teachers. Based on the first results of the interviews, we carried out a mini-course of continuing education for teachers, aiming to discuss and expand the perspective on gender and citizenship issues in history teaching. After completing the mini-course, we produced a didactic instrument formed by a set of didactic sequences, one for each grade of elementary school II. With this proposal we seek to bring new perspectives about the protagonism, experiences and challenges imposed on black women bodies, as we observe that it is a discussion little explored in history classes, in general the view that persists is one of submission and slavery.
Acesso aberto (Open Access)
História e educação do campo: as possibilidades para o ensino de História
(Universidade Federal do Pará, 2022-06-20) SILVA JÚNIOR, Fernando Luís Couto da; COSTA, Renato Pinheiro da; http://lattes.cnpq.br/0413733044020733; https://orcid.org/0000-0001-7132-0579
The concerns during the years of teaching as a History teacher, working in schools in the countryside of Breves, were the motivation to carry out the writing of this dissertation. An island with a fluvial reality, in which the students have a riverside identity, with customs totally different from what they were used to. An example of these habits is the routine of a riverside family that starts their chores early, among their occupations is fishing with matapí, fishing with nets, and hunting animals. I also noticed with colleagues that they were not used to the customs and reality that riverside communities practice. During the classes and the coexistence with the communities and the diversity that I found in the schools, I began to identify that most of my students have activities related to the concept of family farming, agriculture, fishing, hunting, extractives, flour manufacturing, in addition to working in small sawmills. It also concludes that the rural education curriculum requires this look at the students' daily lives. I found that the teaching of profitable History must be interdisciplinary, which means that the disciplines must work mutually in this text, collaborating with each other, with education in the countryside, mainly linked to the cultural and economic model of riverside communities. Thus, the focus of the research focused on the modular system of public education, which takes place in riverside schools in the municipality of Breves, with the objective of linking the teaching of History to the methodology of Education in the Countryside. The first chapter of this dissertation is aimed at showing a historical overview of how Education in the Countryside arises and showing how the Marajó region is a fruitful space for the performance of teachers. The second chapter shows how Local History is closely linked to Education in the Countryside, in which historical elements of the municipality of Breves are worked, together with the analysis of the implementation of the modular system of higher fundamental level with its curricular proposals, and, finally, An analysis is carried out with History teachers who work in riverside schools in the municipality. The results obtained with the analysis of the curriculum and the teachers' answers provided the third chapter with a proposal for a didactic sequence that involves elements of History Teaching with Education in the Field.
Acesso aberto (Open Access)
História em jogo: do joystick à sala de aula
(Universidade Federal do Pará, 2021-07-15) SOUZA, Allyson Fabrício Freitas; MESQUITA, Thiago Broni de; http://lattes.cnpq.br/9103271903652224; https://orcid.org/0009-0000-4099-8061
In the study of history, everything can serve as an object of study, from ancient constructions and objects to current discourses and behaviors, which contribute to an understanding not only of past societies, but how our own society understands and represents those that preceded it. Electronic games can also be included in the category of historical artifacts such as a Greek vase from the 5th century BC and for the same reasons: it is the result of a society that had a given technology at the time of the production of this artifact and that was inserted within a context social, political and economic. Based on this proposition, our research presents a part of the history of video games, from their emergence to the point where they consolidated in the entertainment market, then discusses and analyzes specific historical narratives found in some commercial games that can be used in teaching History, and finally, it brings a general reflection about the potential of these games. With regard to the specific objectives, we intend to make the student (i) realize how a distant past is presented and represented by people from a much later time and that the selection of facts and characters cannot change the past, but it can re-signify it from other perspectives; (ii) relate concepts developed in the classroom with situations found in the game; (iii) place fun as a captivating element in the teaching-learning process of subjects present in the syllabus.
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História local e a relação do ensino de História com o mundo do trabalho a partir de exercícios empáticos descritivos
(Universidade Federal do Pará, 2024-08-19) SILVA, Renato Miranda da; DIAS JÚNIOR, José do Espírito Santo; http://lattes.cnpq.br/7994103518602397
The theme of this research is a choice result of my experience as a teacher in basic education and the discomfort of always treating the contents automatically, stuck to traditional methodologies and that often lead to the student's lack of interest in the discipline of History. This work aims to discuss the application of the methodology of Descriptive Empathic Exercises and its results within the rural area of Thailand, in Vila Palmares, with the 8th grade classes of elementary school II, highlighting how this activity can help in the reformulation of the concepts brought by the students and how these students can understand History through their daily lives. Letters written by the students were used as tools for analysis. The concepts of historical narrative and historical empathy were used with the guidance given by the teacher. We have as a theoretical basis for the writing of this work the authors Cristòfol-Trepat (1995), Virgínia Cuesta (2015) and Peter Lee (2003) for the debate of concepts of historical narrative and historical empathy.
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História, narrativa gráfica e a ditadura militar em Belém: presente, passado e futuro pela ótica da arte sequencial
(Universidade Federal do Pará, 2019-01-29) ARAÚJO, Plínio Sá de; ESTEVES, Carlos Leandro da Silva; http://lattes.cnpq.br/6758802097773377
The dissertation proposal is based on the research line Historical Languages and Narratives: Production and Diffusion, of the Professional Master's Degree in History Teaching (PROFHISTÓRIA). The essay body is divided into four interrelated chapters aiming at the methodology of history teaching practices, using comics as a literary genre capable of narrating long-lasting stories. For this, the work is based on the dialogue between characteristics of semiotics, typical of comics, combined with propositions of the theory of history as historical narrative, historical consciousness and historical learning. The accomplishment of this dialogue is allied to debates and research workshops held at the Ruth dos Santos Almeida School, in the National Curricular Parameters and in the historiographic clipping that precedes and initiates the Civil-Military Dictatorship, in Belém, 1964. The result of the debate of these propositions presents as a HQ product.
Acesso aberto (Open Access)
O lado histórico da força: possibilidades do uso de elementos do universo Star Wars para o debate de crise na democracia e o totalitarismo no Ensino Fundamental
(Universidade Federal do Pará, 2020-12-02) MACIEL, Kédson Nascimento; BASTOS, Carlos Augusto de Castro; http://lattes.cnpq.br/5957760591235451
The present work seeks to present the results of the research about fiction films and historical concepts in the teaching of History within the Postgraduate Program strictu sensu Professional Master in History Teaching at the Federal University of Pará, Campus Ananindeua. With the general objective of debating historical concepts in elementary school classrooms and the difficulties of their apprehension, in view of their complex and abstract character, we explored new ways for students to recognize and dialogue with such concepts by working with episodes in the series of Star Wars films as the main didactic resource and relating them to the crisis in democracy and the rise of totalitarian regimes between the two world wars, with students from a class of ninth year of the Nilza Nascimento State Elementary School, in the city of Castanhal, in the state of Pará and that led to the production of mental maps based on their impressions and understanding of the concepts and the historical narrative studied, in the second semester of 2019. In order to carry out the pedagogical intervention work, cine classes, conversation circles and workshops of production of mind maps were developed, seeking to make classes more playful and encourage student participation in the construction of knowledge.