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Dissertations |
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1
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BRUNO LUIZ DANIEL
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Teaching of history and black literature:
a proposal of anti-racist approach in Didactics of present time History.
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Advisor : GENY FERREIRA GUIMARAES
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COMMITTEE MEMBERS :
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GENY FERREIRA GUIMARAES
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Marcela Maria Freire Sanches
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REGINA MARIA DE OLIVEIRA RIBEIRO
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Data: Apr 17, 2023
Ata de defesa assinada:
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Show Abstract
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The approach to sensitive themes of the present time in the classroom is a great challenge for the History teachers. Choosing methodologies that enable the development of the process of learning and sensitive historical knowledge, requires from the teacher a work that is committed to the student’s education. Such work enables the student to understand the importance of the study of History in his practical life. The process of teaching and learning in the course of History provides the opportunity to develop skills of historical thought that are important for the construction of educational historical knowledge. The present research proposes a dialogue between black literature and history teaching as a possibility of pedagogical strategy for an anti-racist education in the classroom; considering that racism is configured as a sensitive theme of our history and still denied by the society because of the myth of racial democracy propagated during the twentieth century. This research proposes a reflection on the importance of the commitment of the basic education teacher to anti-racist education, specifically in History teaching. The study of black Brazilian literature is configured as a possibility of redirecting historical thought in the construction of representative narratives. As a methodological strategy for the teaching work, we used the concept of "escrevivências" developed by Conceição Evaristo as a guiding for the studies in the face of the experiences of the black body in relation to racism, approaching the construction of the school historical knowledge with the practical life of the student. As the final product of the research, a blog called “História & Vivências: um espaço de escritorvências” was created. This blog’s mission is to suggest to history teachers the use of digital tools associated with the teaching of sensitive themes, specifically racism. Intentionally moving forward in topics considered sensitive requires teacher training and appropriate methodologies that transcend stereotypes that consider sensitive topics as difficult and inadequate for the classroom approach.
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2
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GERALDO BRAGA JUNIOR
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Traditional African education of Fon children in Benin:
theoretical-methodological notes, Afrocentricity and Federal Law nº 10.639/2003
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Advisor : GENY FERREIRA GUIMARAES
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COMMITTEE MEMBERS :
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GENY FERREIRA GUIMARAES
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ADILBENIA FREIRE MACHADO
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JAQUELINE GOMES DE JESUS
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LUIS THIAGO FREIRE DANTAS
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Data: Apr 19, 2023
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Show Abstract
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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.
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3
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ANTÔNIO CARLOS NEGREIROS MACHADO
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Time, narrative and historicity: the use of historical romance in youth and adult education
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Advisor : REBECA GONTIJO TEIXEIRA
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COMMITTEE MEMBERS :
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MARIA DA GLORIA DE OLIVEIRA
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REBECA GONTIJO TEIXEIRA
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MÁRCIA DE ALMEIDA GONÇALVES
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Data: May 29, 2023
Ata de defesa assinada:
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Show Abstract
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The work proposes to reflect on the use of the historical novel in the teaching of history, more specifically, in the education of young people and adults. It is a study on literacy, interested in analyzing the teaching and learning process of reading and writing, through an exercise of historical awareness through the reading of a literary work, of a fictional character, but with a historical theme.
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4
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LEONARDO MONTEIRO DE MORAIS
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THE TIMES OF THE RIVER: ANCESTRAL PASTS PRESENTS FUTURES IN HISTORY TEACHING
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Advisor : MARIA DA GLORIA DE OLIVEIRA
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COMMITTEE MEMBERS :
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MARIA DA GLORIA DE OLIVEIRA
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REGINA MARIA DE OLIVEIRA RIBEIRO
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HELENICE APARECIDA BASTOS ROCHA
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Data: Jun 1, 2023
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Show Abstract
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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.
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5
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MÁRCIO RODRIGO ARAUJO MUNIZ
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HISTORY DOESN'T HAVE TO BE BORING: RETHINKING TEACHING PRACTICE AND THE CURRICULUM FOR THE RELEVANCE OF HISTORY TEACHING
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Advisor : GENY FERREIRA GUIMARAES
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COMMITTEE MEMBERS :
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GENY FERREIRA GUIMARAES
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REGINA MARIA DE OLIVEIRA RIBEIRO
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PEDRO JORGE LO DUCA VASCONCELOS
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Data: Jun 2, 2023
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Show Abstract
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With the objective of promoting advances in the teaching and learning of historical knowledge, this work seeks in the dialogue with the students the construction of raw material for the analysis of the impact of pedagogical-curricular choices on the teaching performance and satisfactory use of the contents offered, both for those who learn and for those who teach. With a view to valuing the discipline of History, a methodology is proposed that emphasizes the role of the student, through understanding their role as builders of their own knowledge, with the figure of the teacher as a facilitator/guide in the process of acquiring knowledge. The work is divided into the presentation of the analysis of the results of an opinion poll with part of the faculty of the C.E. João Cardoso - Nilópolis - RJ and, from it, understandings of the influence of the pedagogical practices undertaken by the teachers in the students' opinion, in addition to the role that the History curriculum plays in this process. Finally, the problem-based learning model is presented as an alternative to encourage students' autonomy in the construction of knowledge and appropriation of historical contents in a contextualized and meaningful way.
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6
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BRUNO DA SILVA OGEDA
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Ancient History in Brazil: trajectory and challenges
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Advisor : REBECA GONTIJO TEIXEIRA
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COMMITTEE MEMBERS :
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GUILHERME GOMES MOERBECK
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JOSE COSTA D ASSUNCAO BARROS
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REBECA GONTIJO TEIXEIRA
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Data: Aug 21, 2023
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Show Abstract
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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.
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7
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CLAUDIO ROBERTO QUARESMA MACHADO
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THE IMPORTANCE OF KNOWLEDGE OF THE HISTORY OF EDUCATION IN BRAZIL IN HISTORY TEACHER TRAINING AND PRACTICE
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Advisor : FABIANA DE MOURA MAIA RODRIGUES
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COMMITTEE MEMBERS :
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ALESSANDRA NICODEMOS OLIVEIRA SILVA
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FABIANA DE MOURA MAIA RODRIGUES
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MARIA ANGELICA DA GAMA CABRAL COUTINHO
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Data: Nov 13, 2023
Ata de defesa assinada:
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Show Abstract
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This work aims to investigate and reflect on the importance of studying the History of Education in Brazil, in the training and practice of the History teacher, based on theoretical references that contribute and substantiate the reflections related to the theme. Brazilian education in contemporary times is the result of a historical process that constituted it, giving it a certain identity. In this sense, we can better understand the major issues of Brazilian education today if we know its past, the tradition on which it was forged and settled.
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8
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ANDREIA ALMEIDA DE FREITAS
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THE PLACE OF WOMEN IN HISTORY TEACHING: BETWEEN ACHIEVEMENTS AND SILENCE
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Advisor : JAQUELINE GOMES DE JESUS
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COMMITTEE MEMBERS :
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ELETA DE CARVALHO FREIRE
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GENY FERREIRA GUIMARAES
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JAQUELINE GOMES DE JESUS
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LETÍCIA CAROLINA PEREIRA DO NASCIMENTO
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Data: Dec 5, 2023
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Show Abstract
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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.
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9
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MARISA LUNA NOGUEIRA DE LIMA
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Rosa da Fonseca Municipal School as a Heritage Education proposal.
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Advisor : MARIA ANGELICA DA GAMA CABRAL COUTINHO
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COMMITTEE MEMBERS :
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MARIA ANGELICA DA GAMA CABRAL COUTINHO
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REGINA MARIA DE OLIVEIRA RIBEIRO
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WASHINGTON DENER DOS SANTOS CUNHA
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Data: Dec 19, 2023
Ata de defesa assinada:
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Show Abstract
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The aim of the work in question is to build a proposal for teaching material on heritage based on Célestin Freinet's idea of a class trip, using the Rosa da Fonseca Municipal School and its surroundings as a strategy. The research proposes to discuss with students the concepts of historical memory/forgetfulness, Local History, Heritage Education, knowing that these are the result of social processes, which involve disputes and silencing, seeking together to know the origin of the Rosa da Fonseca Municipal School and its insertion within the Vila Militar neighborhood. The methodology used, in addition to the bibliographical survey, is the construction with the students of a didactic experience (class-tour), based on the theoretical thinking of Célestin Freinet, using the physical space of the school and its surroundings, product of the Professional Master's Degree in History Teaching . Knowing that historical knowledge can occur in different memory spaces. a class tour in environments such as Praça Hermes da Fonseca, the Old Vila Militar Railway Station, the Espaço Cultural Regimento Sampaio, General Lyra Tavares Physical Rehabilitation Center (second headquarters of the focused school), Officers' Improvement School (ESAO), among others, these are very rich experiences for both students and teachers who take on the challenge.
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10
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ÁLVARO SANTO DONEGÁ JÚNIOR
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"THE TURN AT THE CENTER": decolonial thought as a thematic possibility for teaching history and geography
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Advisor : GENY FERREIRA GUIMARAES
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COMMITTEE MEMBERS :
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FABIANA DE MOURA MAIA RODRIGUES
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GENY FERREIRA GUIMARAES
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ANTONIO CARLOS VITTE
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Data: Dec 22, 2023
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Show Abstract
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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”.
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