Navegando por Assunto "Historical learning"

Agora exibindo 1 - 4 de 4

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)
Ensino e aprendizagem de História baseada em problemas: Estudo de Caso em uma turma de 9º ano da EMEIF Monte Horebe, no Município do Acará-PA
(Universidade Federal do Pará, 2025-03-14) SOUZA, Luiz Humberto de Oliveira; COSTA, Renato Pinheiro da; http://lattes.cnpq.br/0413733044020733; https://orcid.org/0000-0001-7132-0579
This study investigates the use of active teaching methodologies in History classes at the Monte Horebe School, located in the municipality of Acará-Pa, based on a central concern: the traditionalist teaching approach adopted at the institution. The problem identified was the teaching practice of the History curriculum component, which is characterized by the passive transmission of content, with an emphasis on the memorization of historical facts, with no practical significance for the student's life, a practice dubbed by educator Paulo Freire as “banking education”. To address this problem, the study was carried out using qualitative research, with a focus on a case study carried out with students in the 9th year of primary school at the aforementioned school, using the methodology of participant-action research. Ethnographic elements were used, such as field observations, interviews and research diary notes. The educational product of this investigation was a workshop-class based on Problem-Based Learning (PBL), with the aim of transforming the school's pedagogical practice and overcoming the traditional model of teaching History that is still in force.
Acesso aberto (Open Access)
Entre os seringais: o Museu Parque Seringal como um espaço de aprendizagem histórica
(Universidade Federal do Pará, 2024-02-29) SILVA, Marcos Vinícius Marcelino da Cruz; CHARLET, Eliane Cristina Soares; http://lattes.cnpq.br/6000275052016633; https://orcid.org/0009-0007-0797-4894
The discussions in this work are concerned with investigating the educational possibilities provided by the Parque Seringal Museum, in Ananindeua (PA) as a space for historical learning and a teaching resource in History Teaching. For this purpose, we developed knowledge production workshops with students from the 9th year school of a private basic education institution, located in the city of Belém (PA), which resulted in the creation of informative leaflets about the Rubber Cycle. Based on what is presented throughout this dissertation, the study methodologically appears to be bibliographic, documentary, descriptive and exploratory, with a qualitative and quantitative approach, characterized by participatory research, in an applied manner. The central objective of this initiative was to build a learning methodology considering the museum as a place of memory in its heritage and historical dimensions.
Acesso aberto (Open Access)
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.