Dissertações em Ensino de História (Mestrado Profissional) - PROFHISTÓRIA/Ananindeua

URI Permanente para esta coleçãohttps://repositorio.ufpa.br/handle/2011/9263

O Mestrado Acadêmico pertence ao Programa de Pós-Graduação em Mestrado Profissional em Ensino de História (PROFHISTÓRIA) do Campus Universitário de Ananindeua da Universidade Federal do Pará (UFPA).

Navegar

Agora exibindo 1 - 20 de 91

Acesso aberto (Open Access)
Cultura visual e ensino de História: história, imagem e visualidade na Amazônia
(Universidade Federal do Pará, 2024-12-02) COSTA, Jean Raphael Nogueira da; SILVA, Wesley Garcia Ribeiro; http://lattes.cnpq.br/2125737316069934; https://orcid.org/0000-0002-2734-5442
This dissertation aims to address visual culture and its relationship with the teaching of history based on images produced about the Amazon. In this sense, works by Italian artist Giuseppe Leone Righini, who lived in the city of Belém do Pará for several years and produced several images about the Amazon, are used and can be used by teachers to teach history content. As an educational product, activities are proposed, following didactic sequences related to the competencies and skills of the National Common Core Curriculum, with the aim of teachers using images of the Amazon created by the artist Righini in history classes in elementary school, emphasizing the importance of visual historical sources in the process of teaching and learning history.
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)
SOME Municipal de Moju/PA: BNCC e Currículo de História
(Universidade Federal do Pará, 2025-03-21) CAMPOS, Wellington Rodrigo de; NUNES, Francivaldo Alves; http://lattes.cnpq.br/4125313573133140; https://orcid.org/0000-0002-2750-0625
With the rise of the BNCC, in 2017, it was up to the municipalities to adapt to the new curricular guidelines, and in Moju it was no different, with the Municipal Curricular Document approved definitively in 2022. This dissertation aims to discuss the curriculum adopted by History teachers at the municipal SOME of Moju/PA before and after the approval of the BNCC, and subsequently with the introduction of the Municipal Curricular Document. To this end, we sought to understand through Oral Life History the conception of history teachers about the construction of their curricula and which contents were considered most relevant for this construction. As well as understanding the references requested by teachers, observing the subjectivities during their teaching careers, to do so, we must understand that the SOME school environment corresponds to Rural Education and all the complexity that this type of education has with the blocking of workload, the location of the teacher and the usual deficiencies of rural schools in the interior of the Amazon. Through this analysis, it became clear to the interviewed teachers that there are important absences in the prescribed municipal curriculum, such as the distance between Local History and education developed in the countryside, given that the Mojuense countryside is home to a rich and complex history of social struggles and disputes over land ownership.
Acesso aberto (Open Access)
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)
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)
O Novo Ensino Médio e o ensino de História: experiências, desafios e possibilidades
(Universidade Federal do Pará, 2024-11-12) SANTOS, Cléber Diego Souza dos; CHARLET, Eliane Cristina Soares; http://lattes.cnpq.br/6000275052016633; https://orcid.org/0009-0007-0797-4894; LOPES, Siméia de Nazaré; http://lattes.cnpq.br/8791203591623509; https://orcid.org/0009-0005-4933-1251
History teaching in the context of New Secondary Education (NEM) has been the target of intense academic and pedagogical investigations in Brazil, due to the changes proposed by the educational reform required by Law No. 13,415/2017. This reform reorganized the school curriculum, introducing training itineraries and greater flexibility in the structure of secondary education. In this sense, this research presents the repercussion generated in academia and civil society after the approval of MP 746/2016 and Law 13,415/2017, compares the experiences of implementing the New Secondary Education (NEM) in public and private schools in Belém, presents in a more specific way the experience of implementing the NEM at the CESEP school and, also within the CESEP school space, shows the perception of students and teachers about the Teaching of History after the various changes in the guidelines curricular. Finally, entering the so-called cyberspace, I present the podcast as a purposeful instrument for History Teaching, debate on new guidelines, reports of experiences, possibilities and challenges within the current context of Brazilian High School.
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)
Fora dos padrões: estética negra e identidade como proposta decolonial no ensino de História
(Universidade Federal do Pará, 2024-06-28) CASTELO BRANCO, Juliene Dias; CHARLET, Eliane Cristina Soares; http://lattes.cnpq.br/6000275052016633; orcid logo https://orcid.org/0009-0007-0797-4894; SILVA, Wesley Garcia Ribeiro; http://lattes.cnpq.br/2125737316069934; orcid logo https://orcid.org/0000-0002-2734-5442
The purpose of this work is to offer new possibilities regarding the teaching of African and Afro-Brazilian history, through an educational project, presenting the forms of African resistance to European domination and the structural racism existing in our society, thus proposing a decolonial education . Focusing on the process of formation and acceptance of a black aesthetic. Considering and highlighting the relevance of working on ethnic-racial issues in the classroom for greater acceptance, as well as racial identification and academic development of students, especially those who recognize or begin to recognize their blackness. As a result of the proposed educational project, as well as the dissertation, it is intended to develop a documentary video focused on black aesthetics, formulated and developed by the students themselves, which will aim to enrich debates about black resistance stamped in their aesthetics. As well as, presenting speeches aiming to contribute to an anti-racist education, showing possibilities and links to the process of teaching history and ethnic-racial relations, in the same way as offering possibilities for a decolonial education, according to the propositions of the Common National Curricular Base (BNCC), as well as the Education Guidelines and Base Laws (LDB), more specifically law 10.639/03, boosting and contributing to the teaching of African and Afro-Brazilian history.
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.
Acesso aberto (Open Access)
O ensino de História e as mulheres negras: contribuições para a formação de identidades negras no Ensino Fundamental
(Universidade Federal do Pará, 2024-11-25) OLIVEIRA, Brenda Cardoso de; LOPES, Siméia de Nazaré; http://lattes.cnpq.br/8791203591623509; orcid logo https://orcid.org/0009-0005-4933-1251
This study aims to understand how History Teaching can contribute to the debate on black identities with students in Elementary School – Final Years, based on the historical trajectory of black women. To this end, the study is theoretically based on reflections on black feminism, decoloniality, and Education for Ethnic-Racial Relations. The research was developed based on the methodological procedures of action research and carried out in a private school, located in the city of Ananindeua, with students in the eighth and ninth grades of Elementary School, during the school practice of History Teaching. The sources used for the research were the institution's teaching materials, the History contents of Elementary School – Final Years ac-cording to the BNCC, as well as the images and representations contained in the textbooks. As a result, it was found that there are few analyses in relation to the racial debate and the promo-tion of positive black identities, mainly in relation to the historical protagonism of black women. To reverse this problem, we proposed, as an educational product, didactic sequences in History Teaching for Elementary School students – Final Years, who led the debate on race, gender and class based on the historical trajectory of black women. The objective of the educational product is to contribute to the debates on positive black identities and thus enable black students to (re)cognize their historical, racial, social and cultural belonging, and for non-black students, to adopt a critical stance towards racist practices and to promote anti-racist actions.
Acesso aberto (Open Access)
Cartografia social como ferramenta para o ensino: a História do Povo Indígena Mortigura por meio de um mapa digital em Barcarena-PA
(Universidade Federal do Pará, 2024-08-28) FERREIRA, Vinicius Machado; BASTOS, Carlos Augusto de Castro; http://lattes.cnpq.br/5957760591235451
This professional master's dissertation in history teaching starts from the use of the textbook "Conquista Solução Educacional" as the object of study for the analysis of maps, highlighting its importance at Instituto Cristo Rei, where it is mandatory and linked to the National Common Curricular Base (BNCC). The use of this book faces challenges due to the extent of the content and the limited class hours. The maps, present in the book, are seen as resources to make classes more reflective and dynamic. Authors such as Kazumi Munakata (2016) and Alain Choppin (2004) offer perspectives on the role of the textbook in school culture, while others like Harley (2005) and Carlos Tiné da Silva Pereira (2020) emphasize the power and construction of cartography, respectively. The immersion of students in social maps, especially those produced by the Mortigura indigenous people, expands their historical and spatial understanding, challenging Eurocentric views. The need to broaden students' perception of Portuguese colonization and the experiences of the Mortigura required the construction of a digital map. Authors such as Souto (2017) and Danilo Alves da Silva (2018) discuss the importance of using digital resources, in addition to my mediation as a teacher-researcher in the teaching and learning process. Social cartography, made by the Mortigura indigenous people, was used as the main teaching material, seeking to value their knowledge and resistance in the history of the past and present time. Thus, the active and interactive methodological approach, combined with workshops, allowed students a deeper understanding of the territory and history of the Mortigura, as well as of the municipality of Barcarena, contributing to a decolonial teaching of history.
Acesso aberto (Open Access)
História local e a relação do ensino de História com o mundo do trabalho a partir de exercícios empáticos descritivos
(Universidade Federal do Pará, 2024-08-19) SILVA, Renato Miranda da; DIAS JÚNIOR, José do Espírito Santo; http://lattes.cnpq.br/7994103518602397
The theme of this research is a choice result of my experience as a teacher in basic education and the discomfort of always treating the contents automatically, stuck to traditional methodologies and that often lead to the student's lack of interest in the discipline of History. This work aims to discuss the application of the methodology of Descriptive Empathic Exercises and its results within the rural area of Thailand, in Vila Palmares, with the 8th grade classes of elementary school II, highlighting how this activity can help in the reformulation of the concepts brought by the students and how these students can understand History through their daily lives. Letters written by the students were used as tools for analysis. The concepts of historical narrative and historical empathy were used with the guidance given by the teacher. We have as a theoretical basis for the writing of this work the authors Cristòfol-Trepat (1995), Virgínia Cuesta (2015) and Peter Lee (2003) for the debate of concepts of historical narrative and historical empathy.
Acesso aberto (Open Access)
A Batalha do Livramento: ensino de História e Conflitos Agrários na Terra Indígena Alto Rio Guamá – TIARG (1990-2024)
(Universidade Federal do Pará, 2024-08-29) SOUSA, Álvaro Gomes de; LIMA, Maria Roseane Corrêa Pinto; http://lattes.cnpq.br/0040917069487308; orcid logo https://orcid.org/0000-0002-8396-0618; SILVA, Wesley Garcia Ribeiro; http://lattes.cnpq.br/2125737316069934; orcid logo https://orcid.org/0000-0002-2734-5442
This study discusses agrarian conflicts involving the Terra Indígena Alto Rio Guamá – TIARG and the subjects that comprise it, especially the Tembé indigenous people of the Jacaré village. It is clear that agrarian conflicts have marked and currently mark a field of existence and resignifications for the Tembé people in relation to the conquest of land. More specifically, the Battle of Livramento is analyzed and, based on experiences in History Teaching, the agrarian struggles in the conquest of land and the approaches to this theme within the classroom in Basic Education are discussed. The Battle of Livramento was an armed conflict between Tembé indigenous people and squatters who occupied the Alto Rio Guamá Indigenous Land, which occurred in the 1990s and reached its peak in 1996, when a group of more than 70 individuals, indigenous people of the Tembé, Timbira, Ka'apor, Guajajara and non-indigenous ethnic groups, were imprisoned by farmers and squatters for three days, subjected to torture and lack of minimum conditions for survival, and were only rescued by the Federal Police in Vila do Livramento, in the municipality of Garrafão do Norte. Thus, we surveyed the bibliography on the subject and developed the research based on teaching experiences in the classroom in an indigenous community, as well as on the reports of subjects who experienced and/or remembered those events that constitute an important historical moment in the region and relevant to the work in History Teaching. The research is developed based on interviews recorded by students in the 1st, 2nd and 3rd years of high school about the importance of discussing agrarian conflicts for the Tembé people, as well as interviews with individuals who participated in the conflict, cross-referencing with bibliographical references relevant to the topic. As a result of the research, we propose a supplementary educational material on the Tembé people and agrarian conflicts, which can be used by both indigenous and non-indigenous teachers, especially in history classes, discussing indigenous school education in the northeast region of the state of Pará in the contemporary Amazon, valuing the history of the Tembé people.
Acesso aberto (Open Access)
Ecos de São Domingos: as contribuições decoloniais para uma revolução contra a colonialidade epistêmica no Ensino de História
(Universidade Federal do Pará, 2024-08-31) LUZ, Maycon Jordan Portugal Favacho da; ESTEVES, Carlos Leandro da Silva
This work sought to analyze and explain the problem of why the Haitian Revolution is worked on in the 8th grade of elementary school as an appendix to the French Revolution. Our main theoretical contribution was the decolonial perspective using the concept of “coloniality” as the starting point, aiming to present the paths of “epistemic colonization” in the teaching of history, using as a research methodology analyses of bibliographic discussions regarding teacher training directed at French quadripartism, which is extremely Eurocentric; we investigated the Common Core National Curriculum based on skills and competencies; we carried out an analysis regarding our problem in the textbooks of the PNLD 2020-2024; in the research space, the Barão de Igarapé Miri school, we collected data through “classroom ethnography” and the application of questionnaires in class 803. As a product of the dissertation, we proposed the construction of historical narratives through workshops that analyzed historical sources of Echoes of the Haitian Revolution in Brazil, aiming to create a short comic book at the end of the productions.
Acesso aberto (Open Access)
Nos trilhos da História local: ensinar História na limítrofe Belém/Ananindeua
(Universidade Federal do Pará, 2024-09-03) PANTOJA, Ana Bárbara de Oliveira; MESQUITA, Thiago Broni de; http://lattes.cnpq.br/9103271903652224; https://orcid.org/0009-0000-4099-8061
This work discusses possibilities for including local history in history teaching as a pedagogical practice applied from different sources and languages. The research aimed to immerse ourselves in the local history of the city of Ananindeua and the neighborhood of Águas Lindas and bring it into the school environment, taking as a starting point the problematization of the school curriculum and the inherent difficulties of aligning the taught history with the reality of basic education students. Starting from theoretical discussions linked to local history, memory and oral history, we sought to develop educational actions throughout the school year that would make it possible to bring sources and debates linked to local history without, however, detaching themselves from the curriculum. The activities carried out aimed mainly to encourage students to take a leading role in the search for knowledge and lead them to better understand the reality in which they live, thereby also strengthening the bonds of belonging to their community. The work was developed through discussion circles, workshop classes, visits to "places of memory", and consultations with oral sources connected to the neighborhood. The actions developed enabled the students to learn about and critically examine their reality through the perspective of local history. As a product of the dissertation, a teaching material was created to help teachers and students who are interested in teaching or learning a little more about the local history of Ananindeua and the Águas Lindas neighborhood.
Acesso aberto (Open Access)
Ensino de História, feminismo negro e educação antirracista: vivências de Professoras negras em São Miguel do Guamá, Pará (2019 a 2022)
(Universidade Federal do Pará, 2024-08-22) NASCIMENTO, Vânia Albuquerque do; LIMA, Maria Roseane Corrêa Pinto; http://lattes.cnpq.br/0040917069487308; https://orcid.org/0000-0002-8396-0618; LOPES, Siméia de Nazaré; http://lattes.cnpq.br/8791203591623509; https://orcid.org/0009-0005-4933-1251; https://orcid.org/0000-0002-8396-0618
This study discusses history teaching, black feminism and anti-racist education, based on the practices and experiences of self-declared black female teachers who teach the History Curriculum Component in Basic Education in São Miguel do Guamá, Pará. It was based on the contributions of black intellectuals, especially the work Escrevivências by Conceição Evaristo, which allowed for reflections on history teaching and teaching practice with a focus on discussions that articulate teaching, race and gender. The results of the bibliographical and field research are presented here, the latter resulting from the application of interviews and questionnaires with elementary school teachers from public schools in the municipality. Encouraging the teaching of history from an anti-racist perspective in schools in the interior of the Amazon provides the protagonism of the experiences and knowledge of black female teachers as a device that questions normative patterns of power. We therefore conclude that the narratives presented contributed to the deconstruction of absences, bringing black female teachers to the center of the dialogue, confronting the hegemonic narrative by reconstructing other stories from a decolonial and intersectional perspective of race, gender and class and in understanding the development of blackness in the Amazon.
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)
“E eu não sou uma professora?”: ensino de História e narrativas femininas das margaridas e girassóis na Educação do Campo
(Universidade Federal do Pará, 2024-06-25) SANTOS, Alandienis Souza; LINHARES, Anna Maria Alves; http://lattes.cnpq.br/3081434819616255; https://orcid.org/0000-0001-7548-9259
This dissertation aims to discuss and reflect on the importance of narratives that include women, more specifically black women, in history classes in the Tomé-Açu (PA) countryside. The interviews and observation of daily school life were the source of research for carrying out this academic work, together with the readings of black authors such as Lélia González, Conceição Evaristo, Alice Walker, Djamila Ribeiro, Audre Lorde, other authors such as Glória Anzaldúa, Roseli Salete Caldart, authors such as Ailton Krenak and Antônio Bispo, etc. We highlight narratives from teachers who teach history in the countryside to understand how this invisibility occurs. We produced a pamphlet with the concepts: feminism, black feminism, ecofeminism and rural education, we created a collective CEAME- Coletivo de Educadoras(es) Antiracistas Movimentando a Educação do Campo, through a blog as a product of the dissertation, so that more educators learn about and discuss patriarchy, racism, machismo, sexism in rural education in history teaching.
Acesso aberto (Open Access)
Negritando o ensino de História: abordagens e reflexões sobre a presença negra na Primeira República
(Universidade Federal do Pará, 2024-02-20) TEÓFILO, Diego Souza; LEAL, Luiz Augusto Pinheiro; http://lattes.cnpq.br/7967678999713659; https://orcid.org/0000-0002-0145-5379
Twenty years after the approval and regulation of Law 10639/03, it is still necessary to discuss, reflect and recognize the importance of the issue of ethnic-racial relations in schools. In this sense, in this work we will reflect on the importance of legislation, the interventions and formulations of the black movement for Brazilian education, the role of the new National Common Curricular Base – BNCC, the importance of teaching history as a field in transformation, theoretical reinvention and open new approaches, observe and analyze students' existing perceptions about ethnic-racial relations at school and in society, discuss the black presence in the first republic at national and local levels, observing the impacts of the period on the lives of this population, for Finally, we will analyze the teaching manual used by the researched class and approach educommunication as a field of intervention in the teaching of history, also thinking of it as a possibility of rethinking and building a new school environment with a focus on the intellectual development and autonomy of students, work to wall newspaper production. This proposal was developed at the Cidade de Emaús State School of Elementary and Secondary Education, founded in the 1980s by the Movimento República de Emaús – MRE located in the neighborhood of Bengui in the city of Belém/Pa. For methodological purposes, the following procedures will be adopted: collection of data considered primary sources from the MRE, Pedagogical Political Project – school PPP, application of an open-format questionnaire with students and development of participatory research with a group of students in the 9th year of education fundamental, and considering the group as subjects of the process, in addition to the desire to better understand the public in which one wishes to work. Aiming to discuss the construction of new approaches to the black presence in the teaching of history during the first republic in Brazil, with the problem of investigating how the presence of the black population at the beginning of the Brazilian republican period, based on teaching manuals and other materials used in the classroom.
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.