This work intends to present a counter-narrative to the Official History of Volta Redonda, based on the constitution of black resistance’s places in the city. From Aníbal Quijano’s perspective of Decoloniality, we analyze how the coloniality of power determines who has the right of narrates the History, silencing plural experiences and contributions. Besides that, we lean on Walter Mignolo’s concept of epistemic disobedience, which questions the imposition of an only logic of knowledge as universal, illegitimating other ways of being and being in this world. In this context, we reach break with this logic when we recognize the black population’s experiences and narratives from Volta Redonda as legitimate forms of knowledge production. When we defy coloniality, our goal is to give value to the historically silenced voices and bring to the debate in the classroom their memories and experiences. Thereunto, we collect bibliography’s data of Volta Redonda’s History, having as temporal mark the foundation of Companhia Siderúgica Nacional (CSN). Analise this subject based on this fragmented view allows us to understand the meaning of the migration process in the constitution of the Nacional-Desenvolvimento’s model city, as recognized. Furthermore, we use audio-visual productions as tools to deepen this debate and base our pedagogical propose. Our research evinces that the municipality’s teaching curriculum does not contemplate these counter-narratives, keeping an historical view which gives privileges to the official speech in detriment of the subalternized groups’ experiences. For to problematize the Local History and attends to the Law’s 10,669/03 guidelines, as well as the Diretrizes Curriculares Nacionais to Ethnic-Racial’s Relationship Education and to the Afro-Brazilian’s and African Culture Teaching, we analyzed the black population’s insertion in the historical process of Volta Redonda’s identity constitution. Therefore, our pedagogical approaching aims to promote a critical reading of the Local and national History, acceding to the building of an anti-racist’s education. Lastly, we intend to broaden the perspectives about Local History, promoting associated reflections to the local’s black population experiences and fights.

This paper aims to identify the potential of “Pedagogy of Questions” as an anti-racist
methodology, pointing out the paths and (misdirections) of its construction in the teaching of
History and ethnic-racial relations in schools, using as a reference Law 10.639/03, which
established that content related to Afro-Brazilian History and Culture will be taught
throughout the school curriculum of public and private elementary schools, especially in the
areas of Art, Literature and History. In 2008, the rule was changed by Law 11.645, including
the mandatory teaching of indigenous history and culture. I argue that, even 22 years after
Law 10.639/03, school curricula still remain conservative and the few activities developed in
schools are concentrated in Black Awareness Month, revealing not only resistance to
compliance with the law, but also gaps in its implementation. I use the power of the
“Pedagogy of Questioning,” a theory constructed in the form of dialogues between Paulo
Freire and Autonio Faundez to implement Law 10.639/03 in the teaching of History. At the
end, I present a proposal for a didactic sequence with activities so that History teachers can
replicate this knowledge in their classes, providing support for the development of an anti-
racist education.

This work deals with the teaching of history, based on the representativeness and resistance of Maria Firmina dos Reis, as part of the proposal for an anti-racist education and in accordance with the importance of practicing Law 10.639/2003. By portraying the protagonism of a black woman from the northeast of Brazil, who, through her life and work, played a part in the abolitionist cause in Brazil in the 19th century, by defending freedom, the emancipation of the enslaved and denouncing slavery. The central objective of this work is to recognize the importance of Maria Firmina dos Reis' writing in the abolitionist cause, led by the figure of a black woman in this process, as a literary writer and the first black novelist in the national territory. Inspired by the circle methodology and the biographical genre, the proposal for Continuing Education Workshops to promote anti-racist education in the context of History Teaching on abolitionism, representativeness, resistance and memory through narratives. The workshops will be presented using biography and literature as historical sources for the insertion of History Teaching and the promotion of anti-racist education. Teaching history about the life and work of a black Woman, poor and without resources, who broke with the standards of the time and took part in the abolitionist atruggle, like Maria Firmina dos Reis, means recognizing, valuing and spreading black identity at school and in the school curriculum.

The aim of this research is to find a methodology to motivate the participation and learning of 7th grade students by creating and using a game outside the classroom. To this end, gamification techniques will be mobilized, especially flow theory and tangential learning. This proposal will be implemented on the ROBLOX platform, with narratives and scenarios inspired mainly by Brazilian indigenous literature. In this way, it is hoped to promote a virtual environment that stimulates historical empathy in order to develop students' criticality so that they can interpret their reality autonomously and be more inclined to listen to their teachers' speeches.

This dissertation work, within the scope of History Teaching, proposes the analysis of the
application of law 10.639 within the Escola Municipal Professora Iramar da Costa Lima Miguel
and presents the project to create SANKOFA- Center for Afro-Brazilian Culture and History.
The proposal is to develop collaborative work with the entire school community where the
project is being considered valid, since teachers, students, guardians, other employees and the
management team are agents of anti-racist education, protagonists in the process of seeking
racial equality in which Sankofa falls under. As a methodological procedure, we will use
qualitative research regarding the racial self-declarations of students and teachers, reflecting the
results within the historical, racial and identity context in Brazil and the needs and absences of
support for the application of Law 10,639, necessary for the process of construction of public
policies for racial equality, combating and overcoming racism. We also propose research
carried out through a questionnaire with mixed questions via Google Forms, on the knowledge
and applications of Law 10,639 by Early Childhood Education, Elementary School I and I and
EJA teachers at the School Unit where the work is being proposed. Based on this research,
together we will develop Sankofa, which has as some of its objectives to reflect on the
importance of support and intentionality for the application of law 10,639, to develop
possibilities for raising awareness among the school's teaching staff and students, as well as the
school community. , on the importance of putting into practice the determinations of Law
10,639, enabling the continuous training of teachers and school staff during service time, who
will apply, together with students, in the classroom and outside, the determinations of Law
10,639 . As results, we present the structure of the Center for Afro-Brazilian Culture and History
and its activities in 2023, describing some activities carried out, materials produced and changes
in interaction between students, recognizing the need for respect and appreciation between
them. There is a popular saying that says “Soft water in hard rock, it hits until it pierces!”, which
is exactly what we propose, insisting on compliance with law 10,639 on a daily basis, creating
support for its effectiveness within the school mentioned above. We cannot comply with the
law only in November, as racial equality is a daily struggle!

The aim of this paper is to demonstrate that the São Bento Living Museum is an institution that develops decolonial practices and that, by bringing formal and non- formal education closer together, it can contribute to reducing the coloniality that still exists in history teaching. Methodologically, this is a qualitative study that uses
thematization (Fontoura, 2011) to analyze projects, exhibitions and legislation about the São Bento Living Museum. Starting from a theoretical foundation based on thinkers such as Anibal Quijano (2009), Maldonado-Torres (2007), Catherine Walsh (2018), Walter Mignolo (2014) and Mário Chagas (2016), the decolonial perspective was appropriated and the concepts and notions of coloniality, decoloniality, museum, heritage, other education and decolonial turn were applied to practices developed by the museum. In order to meet one of the mandatory requirements of this master's program, a pedagogical product was developed for teachers who wish to visit this museum with their classes. With the aim of initiating a necessary reflection for those visiting a museum along the way, this material consists of an introductory presentation about the São Bento Living Museum, based on a critical comparison between the characteristics of traditional museums and museums of territory. The test of this pedagogical product involved two classes, made up of 54 students from the Federal Institute of Rio de Janeiro - Belford Roxo Campus, who, in two meetings, were introduced to the pedagogical product, filled in forms, visited the Living Museum and wrote assignments relating their subject to the museum experience. Finally, the main results of this research show that the São Bento Living Museum, through its exhibitions and projects, has confronted the colonial perspective by creating spaces where subalternized groups can act as protagonists of their histories.

The work aims to analyze the relationship between practice and theoretical reflections in History Teaching based on teaching experience and its relationship with the BNCC-História curricular guidelines (Brasil-MEC, 2017). Considering the objectives of History Teaching and their developments in the document in the objects of historical knowledge, in the general and specific competencies, in the skills and in the historian attitude, in conjunction with the reflection of the teaching experience. Therefore, in the articulation between knowledge and historical thought; competence and historical awareness; Science and historical experience; propose structuring a network of dialogues between History teachers, in which they can establish paths for critical reflections on curriculum theories; to the imperatives imposed on History teaching practice; and their experiences. Taking as a starting point the relationship between Hannah Arendt's phenomenology of action, Paul Ricoeur's hermeneutic phenomenology and Rüsen's Didactics of History.

The present work aims to analyze the possibilities of using Wonder Woman comics published between 1941 and 2022 as a didactic tool to work on the concept of historicity from the social struggles of women, blacks and non-Americans throughout of the 20th and 21st centuries in the 9th grade of Elementary School, culminating in the production of a didactic guide that helps other professionals in this use. it is intended that the analysis of the elements of these stories with their characters and topics celebrated in current entertainment will serve as a tool that brings students closer to such concepts, removing their “alien” aura. Added to this is the work with the struggles of minority groups from the perspective that the current Brazilian context urgently demands teaching the importance and necessity of these struggles as a way of promoting greater criticality among students and the fight against sexism, femicide, racism and xenophobia. The work will be developed in the format of a dissertation composed of: Introduction; a first chapter to deal with the relationship between the teaching of History, the concept of historicity and the denaturalization of reality; a second chapter in which the relationship between History Teaching and the social struggles of women, blacks, indigenous peoples and immigrants in a context of combating prejudice and discrimination will be addressed; and a third chapter to present the possibilities and suggestions for working on these themes based on the Wonder Woman stories. To do so, works on historical time, historicity and didactics of History by authors such as François Hartog, Jorn Rusen, and Reinhart Koselleck and Circe Bittencourt will be used as a theoretical basis, and for the analysis of comics, works on the history and characteristics of them by authors such as Thierry Groensteen and Sonia Luyten and content analysis by Laurence Bardin.

The field trips as a strategy for learning the Local History of Paracambi. Dissertação: Mestrado Profissional em Ensino de História. Área de concentração: Ensino de História. Universidade Federal do Rio de Janeiro, Seropédica, RJ, 2024. This research promotes the study of local history as a resource in the teaching-learning process of the subject in schools. The methodological framework is based on the premise of using field trips as the central focus of the study, and with the support of oral history and heritage education, we aim to explore the collective memory and the past of the city of Paracambi-RJ. Along this path, we discuss the attributes of these pedagogical tools related to local history with the goal of enhancing students’ connection to history. Supported by research on the city’s past, we dedicate ourselves to reflecting on its various places of memory. Consequently, we have developed a pedagogical itinerary for visits that includes various historical spaces in the municipality to be explored by students during a field trip. Based on this itinerary, we created an activity guide that, through heritage education and oral history, enables students to engage in an investigative teaching strategy about their locality, allowing them to connect the city’s past to their own stories. Keywords: History Teaching; Local History; Oral History; Heritage Education. 

 

This research work reflects on the teachings of traditional African education and the traditional education of Fon children from Benin, region of the former Kingdom of Daxomé. Its social relevance is to contribute to the continued approximation and acceptance of African knowledge and scholars by Brazilian families, culture, society and schools, with a view to overcoming racist and discriminatory practices. Organized into three chapters, we present and defend such teachings as important knowledge capable of helping in the process of educating children and developing pedagogical practices harmonized with some fundamentals of Afrocentricity and the study and teaching of African History in the Brazilian diaspora, based on the Law Federal No. 10.639/2003. To this end, we analyzed various texts (articles, dissertations, theses and book excerpts), especially by authors of African authors, in search of cultural, philosophical, social, historical, geographical and political information about African traditions and the Fon tradition of Benin. Afrocentricity consolidates our epistemic base; from which we observe the relationships and potentialities of the intersection of traditional African knowledge with Federal Law n.º 10.639/2003 and diverse educational practices. The product generated by this investigative journey is a short course entitled Ancestral Conversations on Traditional African Education.

 This work proposes an approach to the indigenous theme in the light of the discussion on temporalities. Starting from an extensive bibliographic, this research points out that the in- tersection between issues of indigenous history and temporalities can be beneficial for teaching history in Basic Education, in view of the problem of indigenous invisibilization and the ab- sence of autochthonous protagonism in the school historical narrative, in addition to the broader difficulty of understanding historical temporalities by students. As a product, this dissertation offers a didactic sequence aimed at seventh grade elementary school classes, whose theme is the historical agency of the indigenous people living in the captaincy of Rio de Janeiro during the colonial period and their remarkable performance in the current political scenario.

In recent years, Ancient History has been at the heart of a major debate in Brazilian education. The creation of BNCC evidenced what was questioned for a long time, what is the need or importance of teaching Ancient History in our country? In this way, this dissertation proposes a theoretical delimitation of Ancient History itself as a sub-area of School History. Based on the analysis of time as a category and its relationship with human perceptions, we seek to define how the so-called Universal History is organized, understanding that Antiquity is an arbitrarily constructed unit and that in various spaces, including Brazil, it was and has been instrumentalized by strata of society that aim to legitimize their actions in the present. Knowing that such purposes always pervade education, we present how the teaching of antiques was mobilized over the years in Brazilian schools and we carried out a check on a sample of textbooks approved in the last PNLD to try to reveal what values have been disseminated in these important cultural vehicles. Faced with such results, we propose some contributions for teaching Ancient History capable of responding to the concerns and challenges of contemporary education.

The work will seek to understand how, based on struggles and social movements, new themes were inserted into History Teaching and how through public policies aimed at women, with an emphasis on the National Policy Plan for Women and the BNCC Final Years, the women's history and gender relations were incorporated into the History curriculum. In this direction, we will count on the contributions of decolonial studies and post-critical theories of the curriculum as a possibility to “overcome” the possible difficulties encountered in History Teaching to incorporate women's history and gender relations. Thus offering new possibilities, through new approaches to the construction of new knowledge based on a critical awareness of the reality that the history taught should not be perceived from a universal perspective, but seen through a perspective that identifies men and women as historicized subjects and therefore relevant and dynamic in the historical process.

This work’s main objective is to analyze how the decolonial thinking of the modernity/coloniality group can be a thematic possibility for the teaching of history and geography. To this end, the aim is, firstly, to understand the origins, criticisms and fundamental characteristics of the decolonial thinking of the modernity/coloniality group, in order to analyze how it can present potential for teaching history and geography, especially through criticism of the eurocentrism of periodizations and regionalizations used in teaching these subjects. The expression “the turn at the center” thus reveals the proposal that the decolonial turn can be analyzed both by teaching history and by teaching geography, so that decolonial thinking can be placed at the “center” of the teaching of these disciplines , at the same time that it can cause a “turn”, a turn around, a change in them, precisely because it calls into question some eurocentric foundations that define them. The aim is, therefore, to critically tension the way in which history and geography can dialogue, with decoloniality as the guiding thread of such tension, in defense of the promotion of interdisciplinarity and the fight against eurocentrism. Finally, as a form of product, we will propose a possibility of a didatic sequence, around the “decolonial turn” and based on “thematic history”.

The general objective of the project is to map and record the life stories and works of Afro-descendant female leaders in the city of Resende / RJ, so that these records can be used as a didactic resource for discussing ethnic-racial and gender issues in school classes. History of Elementary Education. I intend to look for records (audio / video / written) of the trajectories of non-white Resende women, who thus identify themselves and who, in various ways, work or have worked to make life and culture visible with Afro-descendant identity.

This work aimed to reflect on the possibility of developing comics, by history teachers, to be used as didactic-pedagogical tools in the teaching-learning process of local history. We believe that the sui generis character of comics, which combines textual and imagery language, has a great didactic-pedagogical potential, being able to make learning process much more stimulating and pleasurable for Basic Education students. This problem is pertinent, due to the lack of interest of most students in the discipline of history, which many still associate with the simple narrative of events from the past, whose objective is the memorization of dates, names and events considered important by the traditional historical narrative. The target audience of our proposal is the history teachers of Basic Education who want to increase their teaching practice through the use of comic book language. That said, in order to achieve our objective and develop a new methodological proposal that will contribute to the teaching of local history, we resort to a vast theoretical framework that encompasses several authors in the areas of "teaching history", "local history" and "comics”. As pointed out by Paulo Freire, for the learning process to be more effective and enjoyable, it is essential that we take into account the prior knowledge brought by our students. That said, we believe that by seeing the landscapes, images, characters and stories close to them portrayed on the pages of a comic, our students will then be able to perceive themselves as historical agents, thus increasing their interest in history classes. In view of this conclusion, we developed a tutorial whose objective is to guide how Basic Education History teachers can develop local history research and, later, adapt them to the comic book language.

The intention of the research is to think of Paraty as an Educating City that has as one of its challenges to promote balance and harmony between identity and diversity, guaranteeing the contributions of the community and the right of all who live in it, to be recognized as part of the cultural identity of the city. To this end, the study of Local and Heritage History, memory and identity will be of great value.

The analysis of the presence of Latin America in the didactic productions and striking legislations in the process of consolidation of the teaching of History to the present, with the perspective of decoloniality is part of the effort of understanding the path of elaboration of the Brazilian identity that, sometimes, is not presented as related to the continent of origin. The production of specific didactic materials on the history of Latin America in primary education was not constant, and varied according to educational reforms. Thus it is interesting to analyze within the framework of Universal History how much and how the history of Latin America is cited and contextualized from the decolonial turn.Therefore, the objective of the present work is to identify and analyze the teaching of Latin American History in High School, during the twentieth and twenty-first centuries through the lens of decoloniality.

The present work seeks to stimulate a debate about the role History teaching plays before multiculturalism and plurality of identity, notable features of contemporary society.

We initially intend to conduct a theoretical-conceptual articulation about the construction of identity, difference and experience of History, considering the silencing and erasure of cultures and marginalized individuals as well as the place reserved to difference and diversity concerning History teaching. Therefore, we shall develop a Self Writing workshop with secondary school students, debating the use, possibilities and particularities of the intimate journal as methodological tool in teaching-learning process.

The theme of this dissertation addresses the questioning of the memory of the school community about the recent past of the locality and its consequences for the political-pedagogical identity of the Escola Municipalizada Campo Alegre. The school is located in the Campo Alegre Settlement, a territory located in Baixada Fluminense, Rio de Janeiro, which was occupied by about 300 families in January 1984. This project focused on the historical processes of occupation of the territory and the chronology of creation of the school unit. This dissertation presents the activities developed with students from the community about the local history and the history of the Escola Municipalizada Campo Alegre.

The following research has as main focus the study of the complexity of teaching History in the 21st century. For this, it was necessary to analyze the process of historical formation of neoliberal globalization and its social consequences. In addition, it focused on the historicity of history teaching in Brazil. It also promoted a reflection on the current global cultural dynamics, its tensions and weaknesses, as well as how this structure directly impacts the classroom. In theoretical terms, it was used from a Marxist perspective, understanding the act of teaching about the past, as a considerable element in the dispute for hegemony under a class structure. Thus, it was observed that just as the global context influences the teaching of school history, properly speaking, the way in which a narrative about the past is constructed also contributes to the reproduction or transformation of the current class domination structure. The research led to the production of teaching material for teachers. A set of didactic sequences about the globalizing process that have the potential to reflect on the current global situation.

This work aims to be an inspiration for teachers to develop anti-racist activities in the classroom. As anti-racist activities, I understand that they can be any activities that provide a critical view and confrontation posture in relation to ethnic-racial inequalities in Brazil and in the world. For this, at the beginning I explain the origins and types of racism that have spread and consolidated over time. Later I show intellectual productions that are fundamental to deconstruct or mitigate the effects of racism. In the next step, I try to show how the use of music in the classroom can be a powerful way to help in the construction of historical knowledge, promoting a more holistic view of History, in which voices from historically discriminated groups approach the racial theme, exposing the experience of being black or black in Brazil. In addition, I try to show how music plays an important capacity, which is to deal with affections, feelings and subjectivities, important elements to generate empathy. It is the intention to contribute to an education that affects, that leaves intellectual marks and subjectivities. These songs, while promoting a role of denunciation, manage to promote self-esteem, fulfilling the necessary role of developing criticality about racism, but without creating the stereotype of victimization.

       I finish the work by proposing a product in which one or more songs - four songs are suggested in the product - are chosen and analyzed after an expository class about the Abolition of Slavery and the context of Post-abolition in progress. This analysis must be accompanied by comparisons and analogies with the historical moment known as Post-abolition. I suggest that the moment of the analysis of the songs be recorded and in case of authorization from parents, students, school and, of course, it is the will of the teachers, the result of the recording should be placed on the Youtube platform, as a way to contribute to the Digital Public History.

It is in this scope that is inserted this thesis. Understanding that the educational history is constituted of self ideological signs, which relate to science issues like time and space, so it shows a specific literacy. The present work has its focus on the use of images on History classes for deaf students, aiming identifying through interviews how deaf individuals who have been part of the process of “Basic Education” (Elementary and Middle school) comprehend their historical literacy (AZEVEDO, 2011, 2013, 2015a, 2015b) and its relation with the relevant images for History teaching, once it’s through visuality that the deaf individual establishes their relationship with the world. Therefore, the formal “school environment” is understood as a place where “multiliteracies” happen, and among them there’s the literacies which are the focus of this research, the previously mentioned historical and visual literacies (LEBEDEFF, 2019/STOKES, 2002). In consonance with these concepts are brought the contributions of theorists of Deaf Studies - Lodi (2002, 2006, 2015), Lacerda (2006, 2013, 2014) and Campelo (2008) - and Historiography, in which involve the relation and use of images - Burke (1997, 2004) and Knaus (2006), that delimits the frontier of this research, which is located in the field of History Teaching, but also establishes direct relations with the Deaf Studies. In this work there were used research tools from Web 2.0, such as videoconference apps and websites and digital forms, once the study was happening during the COVID-19 global pandemic. For the interviews’ analysis it was used as methodology the Oral History applied to nonoral subjects, with the start point of the valuation of LIBRAS as a language. Therefore this research is realized in a bilingual perspective. 

The present dissertation discusses the possibilities and limitations of the history teacher’s performance when a student is present in compliance with socio-educational measures from a human rights perspective. Understanding these as a historical constrution, practices and methods are justified by normative and legal devices that foster the presence of such principles in the school environment. Through Human Rights Education, it must be posible to overcome the constant violation of rights and social exclusión, aiming at a more just and egalitarian society in which human dignity is respected and acessible to all. In this sense, History as a school subject has much to contribute to the transmission of values related to the theme and so that the purpose of the socio-educational measure, which is the resocialization of the young, be reached. Thus, a proposal for an Extension Course, divided in two modules, through Distance Education, is presented, trying to contribute to the continuing education of the teachers of history.

The purpose of this research was the sexual diversity's representation in History's textbooks, in the elementary brazilian school (6th to 9th grade). As our theoretical support, we had the contribution of the following authors: Candau (2016), Choppin (2004), Jesus (2012), Nora (1981), Pollak (1989) and Rossi (2010). We aimed to comprehend the elaboration's process of the History's textbook related to the elementary school as well as to distinguish, in the collections analyzed, the contents that, somehow, focused on sexual diversity; to debate about the process of the memory's delimitation occurred in the analysed textbooks and to put into evidence the people's experience of sexual diversity in certain ages of the Occidental history. The metodology was developed through the essential functions of a textbook, propposed by Choppin.  We perceived that, silencings, disputes and memory's delimitations are regular in the elaboration of a textbook collection, mainly when the discussion refers to sexual diversity, maintaining in the collective memory of the Occidental society a heteronormative standard as the only and natural way , subalternizing, therefore, the different sexual behaviors. The research culminated on the elaboration of a didactic material for the theachers that contributes to the teaching of sexual diversity in the History's classes, considering a specific demand of a professional master degree , in which is required to produce a didactic material. 

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This work presents a research on teaching and learning of the school subject History and aims to investigate the possibility of teaching notions of temporality to high school students using popular Brazilian songs. The research consists of discussing the possibilities and uses of the Brazilian popular song in the teaching of History, analyzing the academic production on the theme, elaborating a didactic sequence to work notions of temporalities to be used with students of High School, using previously selected songs, to be applied at CIEP 156 Dr. Albert Sabin, located in Seropédica - RJ, and analyze the results of this experiment. This work aims to study forms of broaden the ways of dealing with the question of Time in the History classroom, building a historical knowledge considering the students' former knowledge and their sensibilities, and confirming  school as an important place of knowledge production.