Navegando por Assunto "Historical consciousness"

Agora exibindo 1 - 6 de 6

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Carnavescola: produção de uma sinopse de carnaval e composição de samba enredo: uma proposição ao ensino de História
(Universidade Federal do Pará, 2021-08-10) OLIVEIRA, Alex Costa de; MORAES, Cleodir da Conceição; http://lattes.cnpq.br/8105990413339104
The current dissertation aims to discuss a suggestion for an action research proposal for teaching history presented to the professional master's course at ProfHistória-UFPa. This aims to firstly understand the popular cultural manifestations of Brazil, such as: samba and carnival, as pedagogical potentialities to be used in teaching-learning within a classroom (even remote) of basic education. For this, a two-stage research process is proposed. The first aimed at achieving academic goals and the second with didactic-pedagogical purposes. In this sense, what is intended is the dialogical link between the concepts of memory, identity: collective and/or cultural, historical awareness and their symbolic representations in the daily lives of students using these potential tools to teach history through production, construction, of a synopsis of carnival and of a textual-poetic body of samba plot by the students. The methodology will also be developed having as support and approach conceptions used in historiography, such as: History of the Present Time, Local History, Oral History. Through sources: visual, virtual, written, sound and oral. Regarding the didactic-pedagogical proposal, the intention is to take it to the classroom (in this case, we had to resort to remote classes due to the social and historical context imposed by the covi-19 pandemic, between 2020 and 2021) experiences of constructing historical reality through samba and carnival, specifically bringing the student body closer to these social, cultural experiences, and also using the synopses and lyrics of the plot sambas, created by these historical subjects, as a source of reflection to historical consciousness analyzed in teaching practice by the professor-researcher. Finally, bring the importance of this relationship "From the street to the classroom" as the construction of analysis and knowledge for exclusively didactic-pedagogical purposes in a History class.
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Cartografia dos saberes culturais ribeirinhos: ensino de História e as vozes marajoaras (rio Guajará-Curralinho/PA)
(Universidade Federal do Pará, 2025-02-17) RAIOL, Alex de Andrade; ARENZ, Karl Heinz; http://lattes.cnpq.br/0770998951374481; https://orcid.org/0000-0001-9500-3666
This Master’s Thesis of the Professional History Teaching Program (PPGEH/UFPA) theme is the Teaching of History in the context of Riverine Education. Based on literature review on the subject, we consider that the Teaching Curriculum of the Rural/Riverine Education has not always been adequate to the reality of its demographic, as well as that the invisibility of the social and cultural practices of the peoples from the Countryside contributes to a form of Education that maintain itself Exclusionary, Eurocentric, Monocultural Linear and Evolutive. Henceforth, this research has as its general objectives the reflection about the concept of Curriculum, the Schools Historical Knowledge, Local History and Historical Consciousness; moreover, intend to give visibility to the Local History of the communities on the Guajará Riverside and the heritage knowledge of its inhabitants, allowing them due recognition and place in the History classes. The locus of research is the E.M.E.I.F. Portugal, where I have been working as History Teacher since 2017. The school is located on the right bank of the Guajará River, in a rural/riverside area of the Municipality of Curralinho-PA, and approximately 80km far from the urban center. The research was quantitative and qualitative in nature, of the Case Study type. As Historical Sources, was used a diverse set including Official Documentation as the Pedagogical Guidelines of the Portugal School (2018), the Educational Curriculum of Curralinho Municipality (2020), the Course Plan for the History Classes (2022) and the School Census of Curralinho Municipality (2023). Were also used data from the classroom activities, Fieldwork Journal, Photographs and Oral Sources collected through semi-structured interviews with five Elderly inhabitants of the community. Based on the source analysis, we concluded that the Municipality Curriculum and the Course Plan for History in the classes of 6th through 9th year present an organization of educational content in the field of History that does not take in to account the characteristics and specificities of the Rural/Riverine life in the region, despite being in line with national legislation and officially recognizing the existence of cultural diversity. The research also allowed the formulation of a Cartography of Cultural Knowledge of the Guajará River, where we identified cultural practices in the surrounding community that were associated with heritage knowledge about the waters, forests and lands of the region. Lastly, as propositional aspect of the Thesis, we developed a Didactic Sequence directed to History Teachers in Riverine Schools, which aims to rescue, register and value the memories of the Riverine peoples through a pedagogical strategy with the students as protagonists. It was intended, therefore, the making of a pedagogical practice able to communicate with the social and economic dimensions of the place, and to correlate this dimensions with the Schools Historical Knowledge in an effort to amplify the voices of Riverine subjects so that they can also be heard within the “walls” of the school.
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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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A escrita das imagens: interpretações, possibilidade de compreensão e consciência histórica
(Universidade Federal do Pará, 2021-08-03) DIVINO, Vivian Jaqueline do Amor; CHARLET, Eliane Cristina Soares; http://lattes.cnpq.br/6000275052016633
This research aimed to analyze how students interpret historical images and how they use this knowledge in their practical life, inferring from their narratives the levels of evident historical awareness. The research was carried out at the Federal Institute of Pará, Belém campus, with students from the 3rd year of integrated technical courses in mechanics and sanitation. We made use of the quantitative-qualitative research that after a workshop class, which pointed out some relevant methods to be considered in the interpretation of historical images, students were able to make their own interpretations from images chosen by them, elaborating, at the end of this work, narratives that were used as parameters to assess students' historical awareness. It was found that most of the participating students had the traditional level of historical awareness and that this fact is directly related to the incipient historical knowledge that some of the students had. We point out the need to expand the students' levels of historical awareness to critical and genetic types from a more significant teaching of history, related to their practical life and that they participate in the construction of this knowledge through working with historical sources in the classroom. class, being the work with image sources a possible means to achieve this goal.
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Fotografia colorida em 5 x 7: aspectos sociais e identitários, formação cidadã e elementos da consciência histórica dos discentes ingressantes no ensino médio integrado do IFPA Campus Bragança
(Universidade Federal do Pará, 2021-12-20) LOBATO, Fernando José Rodrigues; LIMA, Maria Roseane Corrêa Pinto; http://lattes.cnpq.br/0040917069487308; https://orcid.org/0000-0002-8396-0618
This work is part of the field of historical education insofar as it is concerned with the results obtained in the training process of young people and adolescents, especially in what is related to the preparation for the exercise of what we define as active citizenship. In it, we provide a brief history of the role of the formal school in the process of inclusion of new generations in the cultural environment of each period. Taking as a reference what was positive about education in the Federal Constitution of 1988 and in Law 9,394/1996 (Law of Guidelines and Bases of National Education), we elaborated and carried out a qualitative research with students entering the integrated high school courses of the IFPA Campus Bragança in order to observe and analyze their citizenship formation. In addition to this citizenship education, we also seek to observe and analyze some elements present in the historical awareness of these students, given the intention to develop methodologies in order to make historical learning more meaningful and capable of providing temporal guidance for students.
Acesso aberto (Open Access)
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.