Artigos Científicos - CANAN
URI Permanente para esta coleçãohttps://repositorio.ufpa.br/handle/2011/9624
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Item Acesso aberto (Open Access) Identidade fraturada: O desmemoriamento da "Adesão do Pará" no ensino de história(Universidade Estadual de Londrina, 2021-06) BRITO, Adilson Junior IshiharaIt seems relatively settled that one of the roots of the school historical knowledge is related to the intellectual commitment with the edification of the Nation, from the construction of collective memory and identity. As a discipline of basic public formation, History should commemorate national history, and its regional and local developments, by encouraging the genealogical learning of a common past. This picture has undergone great changes in the present time. The History taught in the High School has distanced itself from this genealogical function, in which the basic formation does not include the significant learning of history, leading to processes of dismemberment and unawareness of national, regional and local identity goods among educations agents in the school space. This article intends to enter into this discussion, about “fractures” in teaching and learning experiences of a specific regional historical process, the "Adherence of Pará to Brazil’s Independence", in the daily life of a public High School in the outskirts of the municipality of Ananindeua-PA, in the brazilian Amazon.Item Acesso aberto (Open Access) Direitos de propriedade em aldeamentos e colônias agrícolas na Amazônia (1840-1880)(Universidade Federal do Pará, 2016-04) NUNES, Francivaldo AlvesThis paper aims to understand the public agents’ concepts concerning the grant of property rights in land to Indian settlements and to settlers in agricultural colonies in nineteenth century Amazonia. The grant of the right to use the land, that is, the legal warranty of the permanence of the Indians’ and the settlers’ rights to use the landed resources allocated to the settlements and the colonies, was contingent on the regular use of the land and on agricultural activities. Based on the province administration’s reports and correspondence, we will show that both the Indian settlements and the agricultural colonies were represented as model spaces for socialization, which display a governmental policy of institutionalizing property rights in land subject to the discipline of agricultural work. This relationship is represented as one of social stratification, by which the settlers were afforded the social status of autonomous farmers, who were granted individual albeit conditional property rights to begin with, whereas the Indians were allocated the status of apprentice labourers in collective land, managed by an appointed settlement director. Finally, we give some instances of struggling implementation, conflict and resistance to that discipline, as represented in official discourses.