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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Para além do riso: charges, consciência histórica e Ensino de História
(Universidade Federal do Pará, 2018-03-20) SILVA, Neles Maia da; CHARLET, Eliane Cristina Soares; http://lattes.cnpq.br/6000275052016633
This work aims to discuss the reading and production of cartoons by primary school students, focusing on the debates around historical consciousness. The problem becomes pertinent, since the images are almost always used as illustration or reinforcement and not as historical sources. In this sense, we seek to understand how students read and analyze images, especially the cartoon and what relations exist between their productions and historical consciousness. We used the workshop-class methodology of Isabel Barca and the theoretical debates of Jörn Rüsen, André Chervel, Juliá Dominique in dialogue with the national historiography of Maria Auxiliadora Schmidt, Circe Bittencourt among others. The sources of our research were various cartoons, school documents, student cartoons, socioeconomic records and texts produced by them. The research was developed at the Guajarina Menezes School in São João de Pirabas-PA, with a 9th grade class from Elementary School. The product of this research was a set of cartoons produced by the students and teacher on different subjects. It was considered at the end of the research that the historical consciousness is not only present in the students, but also presents itself in different ways, in view of their world readings, their thematic choices in producing the cartoons and their experiences. Students were not mere receivers of knowledge, but they also constructed and were subject in this process.
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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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Ensino para diferentes sujeitos: o acesso de alunos surdos às aulas de História
(Universidade Federal do Pará, 2018-08-07) PADOVANI NETTO, Ernesto; ALMEIDA, Conceição Maria Rocha de; http://lattes.cnpq.br/5784314365587893
This work is developed by the reflection over the History teaching for deaf people, which are not contemplated by the oral exposition method, frequently used by History teachers as a school subject. Aiming to an educational sistem based on bilingualism: Brazilian Sign Language (LSB) and Portuguese Language in written form, and in visual pedagogy, we present methodologies of History teaching that can assure to deaf students the necessary tools to achieve the school contents properly. Within the debates presented here, we emphasize the deaf individual as someone who, from a historical conscience, started to claim for conquests of his own rights in the most varied sectors of society, highlighting the advances in educational area. In addition, we propose listen to the deaf students‟ parents, deaf registered schools‟ principals, listeners teachers which attend to deaf students in regular school system, and especially "listen" to the deaf students themselves, highlighting their experiences in the context of the so-called inclusive school, specifically at Luiz Nunes Direito middle and high school, a regular unit considered a reference in the inclusion of students of so-called inclusive education in the neighborhood of Coqueiro, in the city of Ananindeua-Pará, so that we have a broad reading of the issues that involve the historical learning of deaf individuals. In this way it was possible to make a diagnosis about the students' experiences in History classes, as well as indicate methodological strategies in order to enhance the learning of deaf students in relation to History. As a product of the dissertation, we have built a channel on You Tube and a page on Facebook called History in Libras, where we provide video lessons of History in Sign Language.
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O ensino e a aprendizagem do evolucionismo nas aulas de História: uma análise junto às turmas de 6º ano da Escola Retiro Grande, município de Cachoeira do Arari, no arquipélago do Marajó, Estado do Pará
(Universidade Federal do Pará, 2018-12-12) SILVA, Luiz Antônio da; COSTA, Antônio Maurício Dias da; http://lattes.cnpq.br/2563255308649361
The research and production of dissertation aims to study, analyze and understand the teaching and learning of the origin of the human species via Evolution in the history classes of the sixth grade in a Elementary School, located in Retiro Grande Community, in Cachoeira do Ararí in the State of Pará, in Brazil. The identification of specificities and difficulties pertaining the use of such educational universe theme, as well as, offering of suggestions and theoretical-methodological possibilities, were the same procedures applied to the reseach. By this, we carry out a bibliographic survey on the subject, observations and interviews at the spot, quoted and textual production (dissertation), discussing and problematizing this reality. We have seen the existence of considerable distortions concerning the teaching and learning of Evolution in the local educational site studied. This environment is marked by traditional practices and strong religiosity. The difficulties teachers and students in the theoretical-conceptual assimilation of the theme and traditionalist nature and religious issues, were verified. We understand that they generate implications regarding the use, disposition and rejection of this theme in the school environment. Because of this, we propose, apply a pedagogical instrument (an animation in video format/slideshow) in order that he set it to theoretical-methodological element of support, encouragement and improvement of the process of teaching and learning of this theme in classes.
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O ensino de História por meio da educação patrimonial na Ilha de Mosqueiro
(Universidade Federal do Pará, 2019-01-25) TAVARES, Daniel Rodrigues; KETTLE, Wesley Oliveira; http://lattes.cnpq.br/9421187953739248; PEÑAROCHA, Pere Petit; http://lattes.cnpq.br/8376409779394321
This research shows a possibility of teaching the history through the heritage education in Mosqueiro Island – administrative district of Belém, capital of the State of Pará. It was developed at Honorato Filgueiras school, of the state public network, with third year high school students, of the morning shift – two classes of 2017 and two of 2018. The narrative is constructed by discussing cultural heritage, history and its teaching, heritage education, memory, identity, citizenship, in a relation between what the learners understand of these concepts and what authors / historians present in their academic production regarding. Just as it relates the rubber economy in Belém at the turn of the XIX century to XX with the local History of Mosqueiro. The cultural assets mentioned in the research on what students understood as cultural heritage in Mosqueiro arose at the turn of the 1800s to the 1900s, with a certain connection with the rubber trade of Belém. Writing dialogues with public History, when publicizing the teaching strategy through the WhatsApp and a Facebook page, which were used to share the practice of teaching history and the pedagogical product: a didactic text – “History Teaching and heritage education in Mosqueiro”
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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.
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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.
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O nazismo nos livros didáticos de História brasileiros: contribuições para uma história do tempo presente
(Universidade Federal do Pará, 2019-01-29) CONCEIÇÃO, Carlos Eduardo Miranda da; FONTES, Edilza Joana Oliveira; http://lattes.cnpq.br/9447513031256372
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Narrativas amazônicas no ensino de História: dos livros didáticos às visões de alunos do ensino médio
(Universidade Federal do Pará, 2019-01-29) FREIRE, William Fonseca; ALMEIDA, Conceição Maria Rocha de; http://lattes.cnpq.br/5784314365587893
This work, linked to the line of research Historical Languages and Narratives: Production and Diffusion, aims to research, interpret and analyze Amazonian narratives in Teaching History, from textbooks to visions of high school students. For this, part of an action research, qualitative and bibliographical type, whose corpus is composed of the theoretical constructs of Rüsen (2011), Choppin (2004), Bittencourt (1993), Munakata (1997), among others. which foster discussions about various textbook approaches in Teaching History, as well as punctuating the book as a cultural product. Still, it counts on the analysis of the students of the High School, from the establishment of debates, workshops for the choice of the didactic book and its consideration as object of historiographical approach, mainly, in relation to the construction of the regional element and its interference in the narratives of the material in question, specifically, the concept of the Amazon region and its historicity. The product of this study concentrates on the participatory production of a site containing the course and the walk, deconstruction and reconstruction of new readings of the writings of the history of the Amazon.
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Mais vídeos, menos textos”: ensino e aprendizagem em História e produções audiovisuais
(Universidade Federal do Pará, 2019-01-30) SILVA, Anderson Rodrigo Tavares; NUNES, Francivaldo Alves; http://lattes.cnpq.br/4125313573133140
This dissertation has as main objective to analyse questions about the use and production of audiovisuals sources and conducting research activities on the historical concept of the Brazilian military regime through a participant research carried out with a group of high school students of the public school Acy de Barros. The main problem was to identify which elements of their culture the graduating high school students turn to when they are learning history. Based on this, the classroom-workshop method was used, according to the perspective of Isabel Barca (2004), with the purpose of stimulating the learning of history through the use and production of historical sources using cellphones (smartphones) as a didactic resource. As a culminating activity of this teaching-learning process in history, students built short film audiovisual products in different formats on themes related to the historical concept military regime.
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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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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.
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Narrativas e conhecimentos históricos substantivos: um estudo com alunos do 9º ano do município de Tailândia/PA
(Universidade Federal do Pará, 2019-02-05) NANEZ, Otto Jorge da Silva; FERREIRA, Eliana Ramos; http://lattes.cnpq.br/8121954088119834
The aim of the study was to understand how elementary school students mobilize elements and operations of historical thought when challenged to narrate the history of black slavery in Brazil. The task faced by the research subjects provoked a series of cognitive movements: selecting events, characters, spaces and concepts in the long temporality, interpreting them and articulating them in an explanatory and coherent account. To achieve the proposed objectives, the investigation dialogued with the theories of the historian Jörn Rüsen and with the reflections of the field of historical education, discussing the specificities of the narrative in the production of historical knowledge and its relationship with the Historical learning and the formation of historical thought/consciousness. In the methodological course of qualitative nature, we attempted to articulate the contributions of Rüsen with referential from empirical researches in order to subside the analysis of the collected material. Twenty-three students from a 9th grade class from a municipal school in Thailand, Pará, participated in the study. The description and analysis of historical markers (substantive content, historical, spatial and temporal agents), characterized as structural substantive historical concepts and the way they articulate in the collected narratives were performed. The analysis and reflection made it possible to highlight the way students apprehend their historical knowledge about the historical concept of black slavery in Brazil, how they mobilize historical markers and basic notions of thought Historical as those of explanation, causality and relations between the temporal dimensions, which can help researchers and teachers in the task of understanding the processes of formation of thought and historical consciousness.
Acesso aberto (Open Access)
As medidas socioeducativas, o cinema e a produção de narrativas sobre a história das mulheres: uma experiência no Centro Socioeducativo Feminino (CESEF)
(Universidade Federal do Pará, 2019-02-05) CAVALCANTE, Helison Geraldo Ferreira; DIAS JÚNIOR, José do Espírito Santo; http://lattes.cnpq.br/7994103518602397
This dissertation has as main objective to present the methodology and the ideas on which was based an experience of narrative production in history teaching, held at the Antônio Carlos Gomes da Costa School, located in the city of Ananindeua, State of Pará, in the year 2018 Through this experience, the history teacher, who works at the Centro Socioeducativo Feminino, one of the annexes of this institution, working together with her female students, all female adolescents, deprived of their freedom and in compliance with socio-educational measures, aged between the 13 and the 21 years, produced a book, of paradidático character, titled Our History of the women: representations of the feminine in the cinema and in the classroom. In the production of this book, basic texts were used, written by the teacher, based on the analysis of pertinent literature on the theme of women's history, which were enriched with the contributions of the students, who made observations and comments on the subject during discussions and activities performed in the classroom, from their life experiences. This production made it possible for socio-educators to acquire the opportunity to be co-authors of a book, which strengthened their self-esteem as students, favoring their social reintegration and stimulating skills and competences related to reading, interpreting and analyzing historical sources, as well as producing stories about the past.
Acesso aberto (Open Access)
Lugares de memória das culturas negras em Bragança-Pará: experiências com o ensino de História
(Universidade Federal do Pará, 2019-02-27) SILVA, Tomé Montanaro Ferreira da; LIMA, Maria Roseane Corrêa Pinto; http://lattes.cnpq.br/0040917069487308
The present work aims to examine the places of memory of black cultures in Bragança, in the State of Pará, based on experiences in teaching history with elementary school students. To this end, we have placed memorial places that served as points to be visited and investigated by elementary students. The questions developed were based on what students know about blacks, from the stories told in the classroom, which date back to the days of slavery and record the black African presence in the region, and the cultural imprints of that presence still alive today. After the previous readings that guided the elaboration of the project that was designed as an action research, the methodology of work with the students was divided in two great moments: application of questionnaires and visits to the selected sites. As for the application of questionnaires, these were made as a survey of the students about the specific theme of the life of the Negro in history and of how in contemporary times there are still traces that are delimited as part of the daily life of Bragança. In the second point, that of the methodology, six places for visitation were chosen. In this second case, formal teaching in the classroom and teaching in other spaces were articulated in order to enable students to learn history in places that are part of their everyday life, but which are silenced. Some of what is defined as black culture is part of the context of the history of Bragança, although some are part of the students' experience, they do not associate as a structuring part of a process that comes from a period that was characterized in the country as black African slavery, and is energized to the present. Strategies were designed that made the students relate and perceive that in the spaces where they live pulsate the stories and memories in such a way that the places are also object of studies whose student's look can be guided by the teacher.
Acesso aberto (Open Access)
Temporalidades, anacronismo e ensino de História
(Universidade Federal do Pará, 2019-02-29) CRUZ, Edgar Cabral Viegas Borges da; SILVA, Wesley Garcia Ribeiro; http://lattes.cnpq.br/2125737316069934; LOPES, Siméia de Nazaré; http://lattes.cnpq.br/8791203591623509
The current work‟s main objective is to present how the notions of temporality and the anachronisms may and shall be explored as important tools to be used in the didactics of history, making easier the comprehension of the themes used into the teaching-learning relationship, as well as in the construction of concepts, searching through the participant observation and the dialogs established with the scholar community, between teachers and students, develop as propositional dimension workshops and support resources for history teachers helping, trying to turn them into multiplier agents of the developed ideas.
Acesso aberto (Open Access)
O uso da pintura rupestre da região amazônica como fonte histórica: uma possibilidade na disciplina História no sexto ano
(Universidade Federal do Pará, 2019-03-07) CASTRO, Rafael Printes Albarelli de; BASTOS, Carlos Augusto de Castro; http://lattes.cnpq.br/5957760591235451
This research had as objective to present the experience lived in the State School of Elementary Education "Professor Waldemar de Freitas Ribeiro", in the municipality of Belém, capital of the state of Pará, of how to work with a historical source, which in most cases is in the didactic manuals or outside them, the historians leave much to the margin: the rock painting, especially those of the Amazon region. The survey involved the single morning class and the three afternoon classes of the sixth year of elementary school. In order to achieve better analyzes and results with the use of rock paintings, a strong approach was sought with Archeology. In order to detect students' understanding of rock painting, a questionnaire was applied consisting of four questions (before and after the application of the rock paintings production workshop). The execution of a rock paintings production workshop was presented as one of the highlights of this research. This strategy of using rock painting aims to help students to take another look at "Prehistory", about human beings who lived in this period, and also the so-called rupestrian painting (being much more characterized as a historical source).
Acesso aberto (Open Access)
Gritos no silêncio: ensino de História e a produção de um olhar cantado sobre a ditadura militar
(Universidade Federal do Pará, 2020-02-19) QUEIROZ, Fabrício Rogério Moreira; CHARLET, Eliane Cristina Soares; http://lattes.cnpq.br/6000275052016633
The present work seeks to reveal the intention (perceiving how students can, through history, music and compositional originality, reveal their historical awareness) and the results of research on music and historical awareness in the teaching of History within the Postgraduate Program -strictu sensu graduation Professional Master in History Teaching at the Federal University of Pará, Campus Ananindeua. The initial action of the research was, working with music as a central didactic resource, to teach the military dictatorship content in Brazil and observe the impact caused on the students of the 3rd year of High School at the State School of Elementary and High School Maria Pia dos Santos Amaral, in municipality of Castanhal in the State of Pará, proposing to them, later, the challenge of composing an original song in which they expressed, in addition to feelings, conceptions and world views, their historical awareness about what they studied, since this intervention proposal innovative pedagogical is a requirement of the master's course I mentioned above: to make students actively participate in the teaching and learning process and that this participative attitude of students contributes to the teacher building a result, which in this case can be also the methodology itself, from what was produced by the students and that can also be used with didactic resource by other professionals. The launch of the challenge to the students was possible due to the presence of many instrumentalist students in the school mentioned above. This is explained by the existence of a music school near the school. The methodology used was to present students with written, audiovisual, pictorial and sound materials about the Brazilian dictatorial period, so that after each of these presentations, in a kind of feedback, they could write their impressions (phrases, short texts or even poems), which later they were used by them in the compositional exercise of the song's lyrics and musicalization, which was also published on the NOSSA HISTÓRIA channel on the social network Youtube. Therefore, according to the above, this work, in addition to addressing student proactivity in building their own knowledge and valuing school historical knowledge, makes an incipient discussion about the history of the present time and public history.
Acesso aberto (Open Access)
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)
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.