Navegando por Assunto "Saber histórico escolar"

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Acesso aberto (Open Access)
“De que cor eu sou?” O lugar da menina negra no espaço escolar – um estudo sobre a representação das Mulheres Negras no livro didático de história
(Universidade Federal do Pará, 2020-09-25) MIRANDA, Caroline Barroso; LINHARES, Anna Maria Alves; http://lattes.cnpq.br/3081434819616255; https://orcid.org/0000-0001-7548-9259
This thesis aims to reflect on the concepts of black feminist thought, the school History knowledge, the History of black women and their representations in images in the History textbooks of the 8th year of fundamental education (or brazilian middle school). Using as source of research and reflection the History textbook and its black female students narrative so that it is possible to understand how the representations of black women in these textbooks occur between the years 2001 to 2017 and how the black female students see themselves represented in the History textbook, in History teaching and in society. It also seeks to understand how the intersectionalized structures of race, gender and class influence the ruptures and permanences, characteristics of the historical process, and the imagery representations of black women in textbooks. Understanding how racism, sexism and classism in Brazil affect the historical narrative in the representation of black women in History textbooks, analyzing how these women have gained ground and visibility in the production of textbooks over the years. Also it seeks to promote social justice through the History teaching-learning process and from the specific standpoint of black female students, their place of speech, their self-definitions and empowerment as future black women.
Acesso aberto (Open Access)
Notas sobre a formação docente o saber histórico escolar nos cursos de formação de professores de história
(Universidade Federal do Pará, 2019-04) COELHO, Mauro Cezar; COELHO, Wilma de Nazaré Baía
The article deals with teacher training, in view of the space destined to the school knowledge in the training courses of History teachers. To do so, it analyzes the knowledge that competes for teaching, whose objective is to demarcate the three competences that the teacher must understand: the knowledge of reference, the knowledge about the teaching-learning processes and the knowledge about the subjects with which it interacts. In this sense, the authors consider the legislation that reformulates the perspective in the curricula of Basic Education and the processes of formation of History teachers, in order to perceive the place occupied by the discussions about the issues that interest the School, its agents and the knowledge there operated. They conclude that teacher knowledge not only fulfills a peripheral function in the training processes, but also assumes a merely instrumental sense, which indicates a fragility in teacher training in history in the pedagogical dimension.
Acesso aberto (Open Access)
Relações étnico-raciais e ensino de história no brasil: o negro no saber historiografico e saber histórico escolar
(Universidade Federal do Pará, 2020-12) SILVA JÚNIOR, Elton Luis da; FARIAS, Silviane de Carvalho
This study aims to investigate Ethnic-Racial Relations in the context of historiographic knowledge and school history knowledge in the teaching of History. To this end, we seek to identify the Ethnic-Racial Relations that have historically been demarcated by contexts of invisibility, especially when related to African and Afro-Brazilian historiography. The discussions about the images of the Negro in the knowledge produced in Brazilian historiography leads us to the analysis of the main interpretations and historiographic debates developed about the mistaken observations about the Negro in Brazil. The research presents a qualitative approach with the application of bibliographic research. The results reveal that it is necessary to establish a teaching of History that shows an education for Ethnic-Racial Relations showing the History of Brazil as a multiracial and multi-ethnic society through the reversion of values and concepts centered in a Eurocentric perspective that puts black people at margin of the historical and cultural construction of Brazil. We conclude that since history teaching became a school subject in Brazil, its structural focus has been modeled according to a certain historical moment, making blacks invisible in the country's cultural formation for many years.