Navegando por Assunto "Riverside education"

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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.
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.