Navegando por Assunto "Basic Education"

Agora exibindo 1 - 7 de 7

Acesso aberto (Open Access)
Alfabetização histórica: método de ensino em História na Escola Professor Remígio Fernandez, Mosqueiro/Pa
(Universidade Federal do Pará, 2021-05-21) VILHENA, José Sebastião; COSTA, Renato Pinheiro da; http://lattes.cnpq.br/0413733044020733; https://orcid.org/0000-0001-7132-0579
This dissertation is an investigation on the dynamics of History Teaching at the Professor Remígio Fernandez Municipal School, Mosqueiro/PA, in the school year of 2019, in which the project entitled: ―Historical Literacy: narratives, rap and black consciousness‖ was developed with students from class C42201 (9th grade/Elementary). However, to better understand the successes and gaps verified during the execution of this training plan, it was necessary to analyze the didactic experiences in History previously developed (between the years 2013 and 2018), which pointed out aspects of maintenance and advances in relation to a type of Teaching History linked to the historicism of the 19th century, this one characterized by the disciplinary anti-dialogism in the way of teaching, by the Eurocentrism in the choice of contents and by the predominance of written language that was not very significant for the students. Thus, starting from this research problem and seeking to build a proposal for an innovative method in History Teaching for that school, Historical Literacy was pointed out as this alternative. To support this perspective, an analysis of the dual role of historical school education in overcoming the problems related to linguistic literacy and literacy in the specific objectives of the discipline of history was carried out, pointing out as a viable way for this challenge the development of Teaching of Ethical-Racial Relations and of historical narratives in the school environment, seeking to promote the development of historical identities, praxis, consciences and awareness. Therefore, this study is epistemologically linked to the field of Didactics of History and is presented methodologically in line with the perspectives of social investigations called "action research", which is subdivided into empirical-theoretical and situated historical cognition, with the intention of to present viable educational products for the positive transformation of History Teaching at the researched school.
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)
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.
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.
Acesso aberto (Open Access)
Uma linguagem geométrica singular refletida no Códice Atlântico de Leonardo da Vinci: contribuições para a geometria escola
(Universidade Federal do Pará, 2021-02-26) MARTINS, Jeová Pereira; MENDES, Iran Abreu; http://lattes.cnpq.br/4490674057492872; https://orcid.org/0000-0001-7910-1602
Mathematics teaching in Basic Education requires special attention from teachers and researchers in the field of Mathematics Education, because one of its functions is the student’s integral education as far as the mathematics’ knowledge needed for teaching. This thesis points out possibilities for this formation process in Basic Education and aims to establish relationships between the elements of geometry as reflected in Leonardo da Vinci’s Codex Atlanticus and the elements of school level geometry. It is a qualitative research whose focus were Leonardo da Vinci’s drawings and notes contained in the Codex Atlanticus, where we searched for geometry objects with which we could establish relationships with school level geometry. The information gathered was dealt with based on a study of the Codex’s 602 pages, of which 13 were analyzed according to semiotic principles and to the reading of mathematical images as defined by Santaella (2005, 2012, 2018). The results of this analysis show that the drawings and notes contained in Leonardo da Vinci’s Codex Atlanticus present elements related to school level geometry which can be mobilized in teaching processes based on the problematization of these elements, materialized in teaching activities and investigation projects that may become didactical subsidies to be incorporated by mathematics’ teachers in the teaching of geometry in Basic Education.
Acesso aberto (Open Access)
Nos trilhos do esquecimento: uma relação entre a Estrada de Ferro, memória e o ensino de História em Bragança-Pará
(Universidade Federal do Pará, 2024-09-10) SILVA, Romyel Dyllan Cecim de Oliveira; CHAVES, Túlio Augusto Pinho de Vasconcelos; http://lattes.cnpq.br/0678870505162412; https://orcid.org/0000-0002-4008-5235
This study on history teaching seeks to understand how the Bragança-Belém Railway (1884 to 1964), a fundamental element for the economy and society of northeastern Pará State throughout its period of operation, is now scarcely studied and remembered in basic education classrooms (with a focus on high school education). This lack of prominence in history lessons is one of the issues addressed in this article, as well as the reasons behind this forgetfulness or even the erasure of memory regarding this distinctive element of the civilizing process within the Brazilian Amazon. This oblivion is problematized through the lens of history teaching in the classroom, supported by the theoretical framework of various historians who address memory and its processes. Furthermore, we present methodological proposals that can, to some extent, address the demands raised by the neglect of this important historical fact from northeastern Pará.
Acesso aberto (Open Access)
A Olimpíada Nacional em História do Brasil: o ensino de história para além da sala de aula
(Universidade Federal do Pará, 2024-11-11) NASCIMENTO, Márcio dos Santos do; CHARLET, Eliane Cristina Soares; http://lattes.cnpq.br/6000275052016633; orcid logo https://orcid.org/0009-0007-0797-4894; COSTA, Renato Pinheiro da; http://lattes.cnpq.br/0413733044020733; https://orcid.org/0000-0001-7132-0579
This study investigates History Education as a process of knowledge production through the participation of students in the Brazilian National History Olympiad (ONHB). It seeks to understand whether research develops skills not only in the classroom but also in other learning spaces. Created in 2009 by Unicamp, the ONHB aims to encourage the study and research of Brazilian History, promoting integration among schools, teachers, and students. The research was conducted in two private schools in Belém, Pará, involving both participants and non-participants of the ONHB. Discursive questionnaires were used to investigate students' perceptions of History Education and the influence of the competition on their development. The analysis focused on identifying how the use of historical sources and documents stimulates critical debates and varied thematic approaches, promoting reflective argumentation and students' protagonism both in the classroom and in the competition. Additionally, it sought to understand how non-participating students perceive the value of historical knowledge and the impact of the ONHB on their peers' development. The problematization arises from the perspective of behavioral changes among ONHB participants, questioning whether classroom History lessons limit students' critical capacity. Other inquiries include: the gap between History Education in Basic Education and academic research; whether History classes are outdated, overly content-driven, or less engaging; and what role teachers play in fostering student protagonism. The results indicate that the ONHB plays a fundamental role in transforming History Education in Brazil, broadening historical interpretations, developing critical thinking, and fostering research skills in students. The competition stands out by encouraging investigation and critical reflection on the past and present. In summary, the ONHB promotes participatory and meaningful education.