Programa de Pós-Graduação em Ensino de História - PROFHISTÓRIA/Ananindeua
URI Permanente desta comunidadehttps://repositorio.ufpa.br/handle/2011/9262
O Mestrado Profissional em Ensino de História (ProfHistoria) é um programa de pós-graduação stricto sensu e tem como objetivo proporcionar formação continuada de professores e professoras. Contribui para a melhoria da qualidade do exercício da docência em História na educação básica, visando dar qualificação certificada ao egresso para o exercício da profissão de professor de História.
Área de Conhecimento: Saberes Históricos no Espaço Escolar, Linguagens e Narrativas Históricas: Produção e Difusão, Saberes Históricos em Diferentes Espaços de Memória
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Item Acesso aberto (Open Access) Contos de rios: memórias sobre as águas e o ensino de História em Santa Izabel do Pará(Universidade Federal do Pará, 2020-12-15) RIBEIRO, Ligia Mara Barros; KETTLE, Wesley Oliveira; http://lattes.cnpq.br/9421187953739248; https://orcid.org/0000-0002-5824-5700This study approaches the environmental perspective with emphasis on rivers in history classes. It aims to analyze the students' perception of the relationship between the Izabelense, Jordão and Caraparu rivers and the history of Santa Izabel do Pará, following the theoretical basis proposed by environmental history. Therefore we use oral history as a methodology to produce the izabelenses environmental memories from the speeches of the old residents, and through these, the students get to know the uses, relationships and social practices experienced between the subjects and the rivers, at the same time in which they analyzed the existing works on the history of the city, so that they understood what these authors said about rivers and nature or if they did not speak about them. So, as a product of this dissertation, was made the e-book Rivers' tales: izabelenses stories, in which the students in their writing and illustration of the stories used the environmental memories collected with the help of the information present in the works to point out the spaces they considered significant for the history of the place and thus write their texts that present new narratives about Santa Izabel do Pará, now including the rivers. With that, the students reflected on the environmental issues and crises existing in the place, leading the production of knowledge and, with the domain of this, developed their environmental awareness, being critical of the problems of the present in relation to water and rivers, being able to exercise the citizenship based on the issues reflected in their history classes.Item 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/0000-0002-0145-5379The 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.Item Acesso aberto (Open Access) 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/5784314365587893This 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.Item Acesso aberto (Open Access) Fontes fotográficas da Segunda Guerra Mundial no ensino de História: uma proposta de estudo para estudantes e professores(Universidade Federal do Pará, 2020-08-31) ANAISSE, Marcelo Ribeiro; ALMEIDA, Conceição Maria Rocha de; http://lattes.cnpq.br/5784314365587893This work aims to reflect theoretically and methodologically upon the use of photography in the teaching of History, considering the foundations of historical literacy, photography as a historical source and the production of an electronic paradidactic book (e-book) as a possibility of pedagogical tool for students of the High School and teachers. The starting point of this project was the application of a survey among the students of the High School classes of the State School Dr. Ulysses Guimarães, located in the city of Belém, Pará. The data obtained with the survey, in which the students answered questions about their preferred topics and others related to History learning, provided rich material used in analyzes and reflections about the teaching of History. In the survey, there was an indication of interest on the topic of World War II. Considering the interest shown by the consulted students and the aim of deepening theoretical and methodological studies on historical iconographic sources, the choice was to develop a study on photography in World War II in order to reflect upon the possibilities, limits and particularities of the photographic document and its potential for teaching and learning history. As well as written documents, photographs are also significant sources of information and reveal much more than a “portrait” of experienced reality. In order to analyze the documentary richness of photography, developing a methodological study of this type of source is important, and this should be based on theoretical references both from authors who approach photography and from those in the field of history teaching.Item Acesso aberto (Open Access) "No tempo do pega": lugares e memórias da Balaiada no ensino de História em São Bernardo-MA(Universidade Federal do Pará, 2020-12-18) SOUSA, Ronilson de Oliveira; BRITO, Adilson Júnior Ishihara; http://lattes.cnpq.br/5217224392697515; http://orcid.org/0000-0002-9072-8956This essay on History teaching aims to understand the representations of Balaiada in the past and present of São Bernardo-MA, considering the memories and oral tradition shared between citizens throughout time about the vestiges of slavery and Balaiada resistance processes. We analyze the silences and forgetfulness of this past from the teaching of History in the researched school and also in the city, the narratives and historical discourses nowadays. To analyze this strategy, the essay was structured as an action research, exploring the different places of the city and rural communities of black ancestry. In this sense, we elaborated activities inside and outside the school, exploring history, memory and oral traditions. By dealing with citizens and immaterial sources, students were instrumentalized in dealing with oral sources, produced by recording interviews conducted in the city and in the communities, collecting testimonies of oral traditions. Within the theoretical-methodological contribution of the research – action, class – workshop and Oral History, students prepared forms with questions about the origin of the city, the past of slavery and the remains of Balaiada in the region. The data collected allowed us to analyze several aspects of local historicity, mainly regarding issues related to the black resistance processes in Balaiada, in the sites of memory, versions and traces of the city’s past. Also, as part of this master’s essay and didactic-pedagogical product, we prepared a documentary, presenting oral narratives, group memories and representations of the Balaio past in non-formal learning spaces combined with the teaching of History and Public History.