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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Aprendendo História com os “guardiões da memória”: o uso do podcast no ensino de História da África e da diversidade étnico-racial
(Universidade Federal do Pará, 2021-12-22) SILVA, Wilson Júnior Bastos da; SILVA, Wesley Garcia Ribeiro; http://lattes.cnpq.br/2125737316069934; https://orcid.org/0000-0002-2734-5442
This dissertation aimed to discuss how the teaching of African History and Ethnic-Racial Diversity, prescribed by law 10639/03, has an important contribution to an anti-racist education. Thus, we mobilize, through the dialectical process between teaching and learning as pedagogical tools, knowledge that involved the ancestry that walks with memory and, as a means, the orality to work on the valorization of an identity linked to the African continent. For this, we searched through the interface between “Griot Technology” from ancestry and the orality technology of cyberspace podcast, to put our purpose into practice. Our studies were based on “Irmã Maria Angelica Dantas school”, in Paragominas, which in its Political Pedagogical Project includes the “Project Black is the Root of Freedom” for discussions on ethnic-racial relations.
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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)
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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A construção de conceitos no ensino de História: para além do “verbalismo vazio”
(Universidade Federal do Pará, 2022-06-17) SOARES, Emerson Sousa; NUNES, Francivaldo Alves; http://lattes.cnpq.br/4125313573133140; https://orcid.org/0000-0002-2750-0625
This dissertation has as a main aspect the problematization about the dealing with the concepts by teachers and students of basic education. It also aims to understand the importance of establishing strategies that allow greater student participation in the construction of relevant concepts for History Teaching, in addition to contributing to the student's development as a reflective being. In the same vein, to propose viable paths for teachers to work with the concepts in their profession. The methodology used was the case study, associated with the participant observation. Regarding the sources, semi-structured interviews were carried out and qualitative-quantitative questionnaires were applied. Those were carried out with 2 History professionals who teach classes for Basic Education, from private schools in the capital of the State (Pará). The questionnaires, in addition to being applied to the 2 teachers with the addition of one more, were also directed to the students as respondents and part of the research. As a product, we chose to propose a research that presents new paths to teachers-researchers in History Teaching, based on meaningful learning, so students will act decisively in the elaboration of a Dictionary of Concepts, a substantive type one, in digital format, present in a site that will be under permanent construction.
Acesso aberto (Open Access)
Uma construção de conhecimento histórico e educação com o patrimônio material no Museu Memorial da Balaiada
(Universidade Federal do Pará, 2020-09-25) DUARTE, Rosângela de Oliveira; MACÊDO, Sidiana da Consolação Ferreira de; http://lattes.cnpq.br/4202561791565993; https://orcid.org/0000-0002-1481-9274
The present work studies the possibilities of using musealized objects and built heritage, the ruins of a 19th century fort, sculptures and a monument to D. de Caxias at the Memorial Museum of Balaiada, in Caxias MA, as didactic resources in History classes for the construction of historical knowledge based on the association of teaching and research with documentary sources. The museum is understood here as a space for the production of knowledge, representation and silencing memories. The objective was to analyze the narratives and knowledge produced by students from the 3rd year of high school at the Maranhão Institute of Education, Science and Technology - IEMA, based in Timon MA, from a class visit to the Memorial Museum of Balaiada. From the workshop to prepare students for the class to visit, the visitation and the students' previous knowledge, it was problematized and discussed notions about memory, history, heritage and museum, trying to make the students see the objects as a historical research document and the museum as a space for disputes over memories. As a result of the research, a website was built as a product of the Balaiada Memorial Museum for use by teachers and students, the website has methodological guidelines for teachers, photo gallery, museum history, summary of the whaling and the virtual museum for visitation 360º available in http://www.memorialvirtual.com.
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)
“De que cor eu sou?” O lugar da menina negra no espaço escolar – um estudo sobre a representação das Mulheres Negras no livro didático de história
(Universidade Federal do Pará, 2020-09-25) MIRANDA, Caroline Barroso; LINHARES, Anna Maria Alves; http://lattes.cnpq.br/3081434819616255; https://orcid.org/0000-0001-7548-9259
This thesis aims to reflect on the concepts of black feminist thought, the school History knowledge, the History of black women and their representations in images in the History textbooks of the 8th year of fundamental education (or brazilian middle school). Using as source of research and reflection the History textbook and its black female students narrative so that it is possible to understand how the representations of black women in these textbooks occur between the years 2001 to 2017 and how the black female students see themselves represented in the History textbook, in History teaching and in society. It also seeks to understand how the intersectionalized structures of race, gender and class influence the ruptures and permanences, characteristics of the historical process, and the imagery representations of black women in textbooks. Understanding how racism, sexism and classism in Brazil affect the historical narrative in the representation of black women in History textbooks, analyzing how these women have gained ground and visibility in the production of textbooks over the years. Also it seeks to promote social justice through the History teaching-learning process and from the specific standpoint of black female students, their place of speech, their self-definitions and empowerment as future black women.
Acesso aberto (Open Access)
Decolonizando a África: o uso da tecnologia educacional para uma educação antirracista no ensino de História
(Universidade Federal do Pará, 2020-09-25) CARDIN, Hortência Keize Araújo; DIAS JÚNIOR, José do Espírito Santo; http://lattes.cnpq.br/7994103518602397
The Teaching of History was directly affected by the sanction of Law nº 10.639 / 2003 which makes the theme of “Afro-Brazilian History and Culture” mandatory in the official curriculum of the Teaching Network, the Teaching of History along its trajectory was guided by a curriculum based on a Eurocentric world view, which resulted in the reproduction of stereotypes about the African continent and its descendants, thus, the objective of this research is to show the importance of teaching history from a decolonial perspective and that can contribute significantly to the formation of an anti-racist historical conscience. The research was carried out with 6th grade students and based on the data obtained, new practices and approaches were proposed for the Teaching of African History, which culminated in the final product of this dissertation in the context of the Postgraduate Program in Teaching History ( PROFHISTÓRIA) with the production of an Educational Technology, materialized through a board game called "Decolonizing Ancient Africa" that presents the diversity of Africa and Afro-Brazilian culture, thus contributing for the educational system to become more and more more focused on the education of ethnic-racial relations from an anti-racist education.
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 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)
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.
Acesso aberto (Open Access)
Ensino de História e educação patrimonial no trato com as relações étnico-raciais no ambiente escolar
(Universidade Federal do Pará, 2020-12-11) MOREIRA, Catarina da Silva; LOPES, Siméia de Nazaré; http://lattes.cnpq.br/8791203591623509
Educating ethnic-racial relations in the school environment is a way to cooperate with the exercise of citizenship in a broad way. And, in this task, the teaching of history contributes to the formation of citizens capable of exercising citizenship and collaborating for its maintenance and expansion. In this perspective, the dissertation entitled "Teaching History and Heritage Education in dealing with Ethnic-Racial Relations in the School Environment" seeks to understand the sociability processes among students in the environment of the EEFM Dr. Pádua Costa School, in Santa Bárbara do Pará, investigating what are the prejudices surrounding ethnic-racial relations and their effects on students' school life. The methodology used for research was school ethnography and action research, the results of which showed forms of ethnic-racial prejudice involving sociability in the school environment under study, which are linked to the ethnic and social origin of students. Research on this theme in the field of education and psychology, showed that the situations of ethnic-racial prejudice, cause negative affects on the self-esteem and identity of the subjects. In view of the results, a proposal for teaching history with heritage education is presented, seeking to know and recognize the heritage references and memories of Afro-Brazilian, indigenous, caboclo, rural and riverside matrixes that circulate in the school routine and in its surroundings. Through such pedagogical practice, it is intended to cooperate with the education of ethnic-racial relations as a way of overcoming prejudices in the school environment. As a product of this didactic experience, a video and a podcast were developed on the patrimonial references and memories that circulate in the school routine and its surroundings.
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.
Acesso aberto (Open Access)
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”