Dissertations/Thesis

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2024
Dissertations
1
  • THAÍLA GUIMARÃES DE QUEIROZ
  • THE SILENCE OR POLITICAL AND IDEOLOGICAL ERASURE OF WHITE ENSLAVEMENT IN NORTH AFRICA

  • Advisor : ALAIN PASCAL KALY
  • COMMITTEE MEMBERS :
  • ALAIN PASCAL KALY
  • DEYSE LUCIANO DE JESUS SANTOS
  • FABIO HENRIQUE LOPES
  • Data: Feb 22, 2024


  • Show Abstract
  •  

    This work aims to investigate the central reasons for the erasure of the topic of
    enslavement of whites in North Africa from the academic curricula of Higher
    Education, particularly in the History Bachelor's courses of three federal universities in
    the state of Rio de Janeiro, namely: Federal Rural University of Rio de Janeiro
    (UFRRJ), Federal Fluminense University (UFF), and Federal University of Rio de
    Janeiro (UFRJ). The research proposes discussions about institutional racism within the
    corridors of Higher Education institutions, based on the preservation of curriculum
    frameworks that still privilege Eurocentric narratives and discourses. Our hypothesis is
    that the erasure of the topic of enslavement of whites in North Africa is a political and
    ideological resource within the Brazilian academic environment to maintain racial
    hierarchies within Brazilian society. We also suppose that the silencing of the
    protagonism of non-white peoples throughout history is part of a political project aimed
    at legitimizing the figure of the black person as the only one who should and can be
    enslaved.
2
  • ALINE ANDRADE DA SILVA
  • TEACHING HISTORY AND MEMORY – AN ANALYSIS OF LOCAL HISTORY OF MAGE

  • Advisor : ALAIN PASCAL KALY
  • COMMITTEE MEMBERS :
  • ALAIN PASCAL KALY
  • FELIPE AUGUSTO DOS SANTOS RIBEIRO
  • REGINA MARIA DE OLIVEIRA RIBEIRO
  • Data: Feb 26, 2024


  • Show Abstract
  • This research seeks, through the construction of a didactic game, to articulate the curriculum of the subjects History and History, Geography, Tourism and Environment of Magé (HGTM) with the experiences of students in order to value their knowledge, memories and contribute to promote a teaching- learning process where the student is the protagonist in teaching history. Aware that the inclusion of local history in history teaching can represent an important tool for resizing social memory and guaranteeing rights, this project seeks to contribute to the set of historiographical studies on local memory in the municipality of Magé and to promote an active teaching methodology.

3
  • VIVIANE DA SILVA LOPES
  • SANKOFA - CENTER FOR AFRO-BRAZILIAN CULTURE AND HISTORY

  • Advisor : ALAIN PASCAL KALY
  • COMMITTEE MEMBERS :
  • ALAIN PASCAL KALY
  • REGINA MARIA DE OLIVEIRA RIBEIRO
  • JURANDIR DE ALMEIDA ARAÚJO
  • Data: Feb 28, 2024


  • Show Abstract
  • 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!

4
  • OSEAS INACIO DA LUZ
  • Museu Vivo do São Bento: Decolonial practices in Baixada Fluminense
  • Advisor : JAQUELINE GOMES DE JESUS
  • COMMITTEE MEMBERS :
  • GENY FERREIRA GUIMARAES
  • JAQUELINE GOMES DE JESUS
  • NIELSON ROSA BEZERRA
  • UHELINTON FONSECA VIANA
  • Data: Feb 29, 2024


  • Show Abstract
  • 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.

5
  • CARLOS WILLIAN LARA DE AZEVEDO
  • THE REPRESENTATION OF THE INDIGENOUS HISTORY OF BRAZIL IN THE CONSTRUCTION OF EDUCATIONAL GAMES
  • Advisor : REGINA MARIA DE OLIVEIRA RIBEIRO
  • COMMITTEE MEMBERS :
  • REGINA MARIA DE OLIVEIRA RIBEIRO
  • MARIA ANGELICA DA GAMA CABRAL COUTINHO
  • CHRISTIANO BRITTO MONTEIRO DOS SANTOS
  • Data: Apr 2, 2024


  • Show Abstract
  • This paper addresses the importance of teaching Brazilian indigenous history through different methodologies and materials, with reference to the gamification methodology. The research is based on theoretical and conceptual references on the teaching of history, the teaching of indigenous histories and cultures (COSTA, 2016; SCHIMIDT, 2014; CARDOSO, 2020; BANIWA, 2006) and on the didactic potential of active methodologies and gamification in the classroom (RODRIGUES, 2019; SOUZA, 2020; ALVES, 2014; BURKE, 2015). The work was structured based on questions that arose from my experiences as a teacher, but mainly from the experience of historical-pedagogical consultancy with a team of different professionals involved in the construction of a game aimed at school children and young people. The aim of the game was to break away from the mistaken view of a single history in relation to indigenous people. However, the presence of stereotypes about indigenous people was identified and, as a result, the historical-pedagogical consultancy enabled the team members to reflect on how these forms of representation of indigenous people hinder the understanding and appreciation of these peoples, their histories and cultures, as well as reinforcing prejudices. In addition to the bibliographical survey on history teaching, active methodologies, games and gamification, historiographical research was carried out on indigenous peoples, particularly the history of the Tupinambá in the 16th century. The analysis of the production of the game was based on the records of the meetings of the team that created the "Indigenous" game between September 2020 and December 2021, which were compiled in the Research Diary written by the historical-pedagogical consultant.  The procedures for creating the game's setting, set on the coast of the territory of the current state of Bahia - Brazil, in the 16th century, and the main character, the young Raoni, are presented. As a didactic proposal, the work seeks to contribute to reflections on themes related to the teaching of indigenous histories and cultures, as well as helping history teachers with knowledge about the procedures involved in creating digital games, as well as understanding this cultural product that arouses the interest of children and young people from different social strata in contemporary times. Understanding these processes can help history teachers in their choices, planning and assessments involving digital games.


6
  • RAFAEL ABREU DE ARAUJO
  • RIVER, BRIDGES AND ANCESTORS: Indigenous Voices and the Teaching of History in the West Zone of Rio de Janeiro.

  • Advisor : REGINA MARIA DE OLIVEIRA RIBEIRO
  • COMMITTEE MEMBERS :
  • REGINA MARIA DE OLIVEIRA RIBEIRO
  • MARIA ANGELICA DA GAMA CABRAL COUTINHO
  • ROSINERE EVARISTO
  • Data: Apr 5, 2024


  • Show Abstract
  • This paper is the result of a collaborative study involving indigenous people from different ethnic groups living in urban areas and students from a CIEP on the outskirts of Rio de Janeiro (SEEDUC/RJ). The research was carried out with the aim of problematizing the teaching of Indigenous History and Culture in basic education, looking for ways to enforce Law 11.645/08, with a view to breaking colonized patterns of education and stereotypes about indigenous peoples. Through collective collaboration between all those involved, we created the conditions in institutional spaces for indigenous people to be their own voice in the classroom. The aim was to build possibilities for decolonial pedagogical dialogues and an awareness of the diversity of the more than 300 peoples who inhabit Brazil, breaking with generalizations. This rapprochement between indigenous people, students and educators, in an organic way, will produce a significant increase in historical and identity awareness after the experience of these dialogical encounters.

2023
Dissertations
1
  • BRUNO LUIZ DANIEL
  • Teaching of history and black literature:

    a proposal of anti-racist approach in Didactics of present time History.

  • Advisor : GENY FERREIRA GUIMARAES
  • COMMITTEE MEMBERS :
  • GENY FERREIRA GUIMARAES
  • Marcela Maria Freire Sanches
  • REGINA MARIA DE OLIVEIRA RIBEIRO
  • Data: Apr 17, 2023
    Ata de defesa assinada:


  • Show Abstract
  • 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.

2
  • GERALDO BRAGA JUNIOR
  • Traditional African education of Fon children in Benin:

    theoretical-methodological notes, Afrocentricity and Federal Law nº 10.639/2003

  • Advisor : GENY FERREIRA GUIMARAES
  • COMMITTEE MEMBERS :
  • GENY FERREIRA GUIMARAES
  • ADILBENIA FREIRE MACHADO
  • JAQUELINE GOMES DE JESUS
  • LUIS THIAGO FREIRE DANTAS
  • Data: Apr 19, 2023


  • Show Abstract
  • 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.

3
  • ANTÔNIO CARLOS NEGREIROS MACHADO
  • Time, narrative and historicity: the use of historical romance in youth and adult education

  • Advisor : REBECA GONTIJO TEIXEIRA
  • COMMITTEE MEMBERS :
  • MARIA DA GLORIA DE OLIVEIRA
  • REBECA GONTIJO TEIXEIRA
  • MÁRCIA DE ALMEIDA GONÇALVES
  • Data: May 29, 2023
    Ata de defesa assinada:


  • Show Abstract
  • 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.

4
  • LEONARDO MONTEIRO DE MORAIS
  • THE TIMES OF THE RIVER: ANCESTRAL PASTS PRESENTS FUTURES IN HISTORY TEACHING 

  • Advisor : MARIA DA GLORIA DE OLIVEIRA
  • COMMITTEE MEMBERS :
  • MARIA DA GLORIA DE OLIVEIRA
  • REGINA MARIA DE OLIVEIRA RIBEIRO
  • HELENICE APARECIDA BASTOS ROCHA
  • Data: Jun 1, 2023


  • Show Abstract
  •  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.

5
  • MÁRCIO RODRIGO ARAUJO MUNIZ
  • HISTORY DOESN'T HAVE TO BE BORING: RETHINKING TEACHING PRACTICE AND THE CURRICULUM FOR THE RELEVANCE OF HISTORY TEACHING

  • Advisor : GENY FERREIRA GUIMARAES
  • COMMITTEE MEMBERS :
  • GENY FERREIRA GUIMARAES
  • REGINA MARIA DE OLIVEIRA RIBEIRO
  • PEDRO JORGE LO DUCA VASCONCELOS
  • Data: Jun 2, 2023


  • Show Abstract
  • 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.

6
  • BRUNO DA SILVA OGEDA
  • Ancient History in Brazil: trajectory and challenges

  • Advisor : REBECA GONTIJO TEIXEIRA
  • COMMITTEE MEMBERS :
  • GUILHERME GOMES MOERBECK
  • JOSE COSTA D ASSUNCAO BARROS
  • REBECA GONTIJO TEIXEIRA
  • Data: Aug 21, 2023


  • Show Abstract
  • 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.

7
  • CLAUDIO ROBERTO QUARESMA MACHADO
  • THE IMPORTANCE OF KNOWLEDGE OF THE HISTORY OF EDUCATION IN BRAZIL IN HISTORY TEACHER TRAINING AND PRACTICE

  • Advisor : FABIANA DE MOURA MAIA RODRIGUES
  • COMMITTEE MEMBERS :
  • ALESSANDRA NICODEMOS OLIVEIRA SILVA
  • FABIANA DE MOURA MAIA RODRIGUES
  • MARIA ANGELICA DA GAMA CABRAL COUTINHO
  • Data: Nov 13, 2023
    Ata de defesa assinada:


  • Show Abstract
  • 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.

8
  • ANDREIA ALMEIDA DE FREITAS
  • THE PLACE OF WOMEN IN HISTORY TEACHING: BETWEEN ACHIEVEMENTS AND SILENCE
  • Advisor : JAQUELINE GOMES DE JESUS
  • COMMITTEE MEMBERS :
  • ELETA DE CARVALHO FREIRE
  • GENY FERREIRA GUIMARAES
  • JAQUELINE GOMES DE JESUS
  • LETÍCIA CAROLINA PEREIRA DO NASCIMENTO
  • Data: Dec 5, 2023


  • Show Abstract
  • 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.

9
  • MARISA LUNA NOGUEIRA DE LIMA
  • Rosa da Fonseca Municipal School as a Heritage Education proposal.

  • Advisor : MARIA ANGELICA DA GAMA CABRAL COUTINHO
  • COMMITTEE MEMBERS :
  • MARIA ANGELICA DA GAMA CABRAL COUTINHO
  • REGINA MARIA DE OLIVEIRA RIBEIRO
  • WASHINGTON DENER DOS SANTOS CUNHA
  • Data: Dec 19, 2023
    Ata de defesa assinada:


  • Show Abstract
  • 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.

10
  • ÁLVARO SANTO DONEGÁ JÚNIOR
  • "THE TURN AT THE CENTER": decolonial thought as a thematic possibility for teaching history and geography

  • Advisor : GENY FERREIRA GUIMARAES
  • COMMITTEE MEMBERS :
  • FABIANA DE MOURA MAIA RODRIGUES
  • GENY FERREIRA GUIMARAES
  • ANTONIO CARLOS VITTE
  • Data: Dec 22, 2023


  • Show Abstract
  • 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”.

2022
Dissertations
1
  • YGOR GABRIEL LIOI BARRETO DE OMENA
  • #CinEscola: As vozes da Comunidade: Public History and the process of desubalternating memories through the audiovisual production of students from the Municipal School System

  • Advisor : CARLOS EDUARDO COUTINHO DA COSTA
  • COMMITTEE MEMBERS :
  • CARLOS EDUARDO COUTINHO DA COSTA
  • Márcia Cristina da Silva Sousa
  • YLLAN DE MATTOS OLIVEIRA
  • Data: Mar 4, 2022


  • Show Abstract
  • The present study aims to continue and improve what has already been done in 2019, in #CinEscola project, opening new possibilities in the form of analysis of the history of the present time made by history teaching, in addition to promoting the recognition of multiple identities, memories, territorialities, sociabilities and build what we call public history, becoming a fundamental means to democratize film production for students of the municipal school system of Rio de Janeiro and bring citizenship to young people through the 7th art. In addition, and as important as the other objectives, it is necessary to present the concept of desubalternating memories, a mechanism in which the students can be protagonists since the elaboration of the project, the planning of the action, and the execution, whether behind the cameras or acting.

2
  • ROSENÉIA TEREZINHA DE OLIVEIRA
  • BLACK MEMORIES: THE INVISIBILITY OF WOMEN OF COLOR IN RESENDENSE HISTORY

  • Advisor : MARIA DA GLORIA DE OLIVEIRA
  • COMMITTEE MEMBERS :
  • MARIA DA GLORIA DE OLIVEIRA
  • MARTHA CAMPOS ABREU
  • MONICA LIMA E SOUZA
  • Data: May 17, 2022


  • Show Abstract
  • 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.

3
  • ELIMAR MACHADO DE SOUZA
  • What is this story, teacher: reflections on the History of the Present Time for high school students

  • Advisor : REBECA GONTIJO TEIXEIRA
  • COMMITTEE MEMBERS :
  • DANIEL PINHA SILVA
  • REBECA GONTIJO TEIXEIRA
  • REGINA MARIA DE OLIVEIRA RIBEIRO
  • Data: Jun 27, 2022


  • Show Abstract
  • Rethinking my own teaching practice over almost ten years of teaching in Basic Education, my project aims to reflect on the use of the history of time present in high school classes, thinking of teaching history as something focused on issues of the present time. Analyzing the ENEM Human Sciences exams of the last 10 years and proposing classes in which these themes are discussed / debated, I was able to verify that the present time has not received the prominence it needs to bring a more assertive reflection to students in this segment.

    In defending an education that liberates, I try to make a parallel about the history class as the beginning of a process that goes beyond the curriculum, where the student becomes critical of the events that surround them, seeking explanations in History for social inequality, the racism, homophobia, among other subjects that are part of their daily lives.

    When proposing the construction of a pedagogical magazine aimed at high school and which brings themes that arouse the reflections mentioned above, I try to establish a bridge between students and these themes, trying to build a narrative that makes sense and reaches these young people, making them the debate evolves, showing the importance of history for the construction of de facto citizenship.

     

4
  • WILKER MARCOS FRANCESCHI
  • The "our history" in comic: the teaching of local history through story in comic

  • Advisor : REBECA GONTIJO TEIXEIRA
  • COMMITTEE MEMBERS :
  • JOSE COSTA D ASSUNCAO BARROS
  • REBECA GONTIJO TEIXEIRA
  • WALDOMIRO DE CASTRO SANTOS VERGUEIRO
  • Data: Jul 4, 2022


  • Show Abstract
  • 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.

5
  • LEANDRO BULHÕES DOS SANTOS
  • Formation of Anti-racist Teachers: contributions for combat to racist
    practices at the school.

  • Advisor : REGINA MARIA DE OLIVEIRA RIBEIRO
  • COMMITTEE MEMBERS :
  • REGINA MARIA DE OLIVEIRA RIBEIRO
  • GENY FERREIRA GUIMARAES
  • ROBERTO CARLOS DA SILVA BORGES
  • Data: Sep 21, 2022


  • Show Abstract
  • The present dissertation work, in the scope of History Teaching, research  the concepts of racism with emphasis on its institutional expression and its manifestations in the school institution. Appreciates teacher training in relation to the theme and concepts of anti-racist education, observing the recent literature on the themes and proposes an approach to continuing education in the school space. It question how History, as a field of knowledge and school subject, can contribute to the reflection on Ethnic-Racial Relations in the training of teachers in areas other than the Human Sciences, with a formative articulation organized in and by the school institution and highlights the interdisciplinarity relationships that can be built in this process. It evaluates the continuing education actions proposed by the State Department of Education of Rio de Janeiro (SEEDUC-RJ) with the theme of Ethnic-Racial Relations and Anti-racism and questions its advances and setbacks. As an incidence, it proposes and executes an in-service teacher training course for Anti-racism and for the Education of Ethnic-Racial Relations using a qualitative, collaborative methodology and active participation with the support of Information and Communication Technologies. As a result, we present the structuring of the course, the materials, bibliographies and other resources used, in addition to observing changes in the speeches, postures and referrals adopted by the teachers in the face of the challenges of the fight against institutional racism and that indicate that they assume a more committed posture with this fighting field.

     

     

     

     

     

     

6
  • REGINA CÉLIA SANTOS RIBEIRO CRISPIM
  • PARATY AS AN EDUCATIONAL CITY - PROPOSAL: decolonial and counter-hegemonic history of the city

     

  • Advisor : MARIA ANGELICA DA GAMA CABRAL COUTINHO
  • COMMITTEE MEMBERS :
  • MARIA ANGELICA DA GAMA CABRAL COUTINHO
  • REGINA MARIA DE OLIVEIRA RIBEIRO
  • AMÁLIA CRISTINA DIAS DA ROCHA BEZERRA
  • Data: Dec 2, 2022


  • Show Abstract
  •  

    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.

     

     

7
  • ANDRÉ LUIZ DO CARMO BARBOSA LEMOS
  • HISTORICAL CULTURE, HISTORICAL CONSCIOUSNESS AND RACIAL IDENTITY: A PROPOSAL FOR HISTORICAL AND RACIAL LITERACY

  • Advisor : REGINA MARIA DE OLIVEIRA RIBEIRO
  • COMMITTEE MEMBERS :
  • GENY FERREIRA GUIMARAES
  • REGINA MARIA DE OLIVEIRA RIBEIRO
  • RONALDO CARDOSO ALVES
  • Data: Dec 8, 2022


  • Show Abstract
  • This study aimed to investigate the construction of racial identity and experiences of racialization of young high school students in the mobilization of their historical consciousness present in the narratives produced by the students on the subject. Based on the experience of the teacher-researcher’s and on the debates in everyday school life, in History classes with young people and on the reflections on historical learning, identity and racial belonging, theoretical and methodological foundations of the History Didactics and Racial Literacy were sought to develop activities that mobilize young students' historical ideas about such concepts. The activities were the instruments that, with a focus on racial themes, provoked young people to express conceptions, questions, hypotheses and reasoning about their experiences with racism, their understanding and interpretation of these experiences and their ability to communicate their ideas, build reflections and arguments for debating racial inequality, anti-racism, racial consciousness. The study made it possible to analyze elements of the process of historical learning and racial identity, leading to propositions on how the teaching of History needs to promote historical and racial literacy. The data produced showed that a historical culture about race in Brazil manifests itself in student’s ideas and that through the teaching of History, it is plausible to sophisticate and expand a repertoire on race and racism that is capable of dealing with the racial tensions that impact their practical life.

2021
Dissertations
1
  • ANNA LUIZA PORTUGAL PEREIRA GOMES
  • HISTORY OF HISTORY TEACHING OF AMERICA:The decolonial look at Latin America's presence in high school textbooks

  • Advisor : MARIA ANGELICA DA GAMA CABRAL COUTINHO
  • COMMITTEE MEMBERS :
  • ESTHER KUPERMAN
  • MARIA ANGELICA DA GAMA CABRAL COUTINHO
  • REGINA MARIA DE OLIVEIRA RIBEIRO
  • Data: Apr 29, 2021


  • Show Abstract
  • 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.

2
  • KELEN FERNANDES DOS SANTOS SILVA
  • TEACHING HISTORY IN SCHOOLS WITH A SINGLE SHIFT IN THE CITY OF RIO DE JANEIRO

     

  • Advisor : MARIA ANGELICA DA GAMA CABRAL COUTINHO
  • COMMITTEE MEMBERS :
  • LIA FARIA
  • MARIA ANGELICA DA GAMA CABRAL COUTINHO
  • REBECA GONTIJO TEIXEIRA
  • Data: Oct 20, 2021


  • Show Abstract
  •  

    The research intends to analyze if and how the discipline and the curriculum of History of the municipality of Rio de Janeiro correspond to the legal documents, and contribute to achieve the objectives and purposes of training and integral protection of the human being presupposed in the integral education proposal to elaborate a proposal for elective discipline - to be applied in single-shift schools in the city of Rio de Janeiro - focused on the historical theme so that the proposals and purposes of integral training of students provided for integral education are met

     

     

3
  • THIAGO DA SILVA CARVALHAES
  •  

    FROM READERS TO WRITERS: WRITING JOURNALS AS METHODOLOGICAL TOOL IN HISTORY CLASS

  • Advisor : MARIA DA GLORIA DE OLIVEIRA
  • COMMITTEE MEMBERS :
  • NILTON PEREIRA MULLET
  • MARIA DA GLORIA DE OLIVEIRA
  • REGINA MARIA DE OLIVEIRA RIBEIRO
  • Data: Oct 25, 2021


  • Show Abstract
  • 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.

2020
Dissertations
1
  • MOISÉS PIRES TEIXEIRA
  • Continuing teacher education: teaching history from an inclusive perspective.

  • Advisor : MARILIA LOPES DE CAMPOS
  • COMMITTEE MEMBERS :
  • FABIANA DE CARVALHO DIAS ARAUJO
  • MARCIA DENISE PLETSCH
  • ROSILDA NASCIMENTO BENACCHIO
  • Data: Mar 16, 2020


  • Show Abstract
  • This dissertation aims to analyze the development of pedagogical strategies with Basic Education teachers in an inclusive perspective for students with Autism Spectrum Disorder (TEA) in the municipal education network of Paty do Alferes from a Continuing Education Symposium and the creation of a local study group. For this, we use the methodology of collaborative action research because we understand that this would be the best option for joint work. The research field was the extension course “Educational inclusion by axes of interest”, prepared by the local study group of the Municipal School Liddy Mignone and with some members of the research group Observatory of Special Education and School Inclusion - ObEE, from the Federal University Rural Rio de Janeiro, in partnership with the Municipal Education Secretariat via the Special Education Coordination of Paty do Alferes, RJ. The Continuing Education course was one of the actions organized during this research, in addition to the creation of the local study group and the development of pedagogical proposals for apprentices with ASD. The first results showed the difficulties found in teacher training, mainly related to continuing education in Special Education in general. The data showed that many teachers work in regular education from an inclusive perspective with a minimum of specific knowledge for that purpose. With regard to the pedagogical proposals developed by the teachers, the data showed that the historical-spatial perspective and of teaching through images contributed to the significant teaching of History not only for learners with ASD, but for everyone. Finally, we take seriously theoretical and practical training courses that are based on the reality of school daily life, which is the driving force for the study, analysis and reflection of pedagogical practices.

2
  • VANESSA DE OLIVEIRA LIMA
  • CAMPO ALEGRE: MOVING MEMORIES

  • Advisor : MARILIA LOPES DE CAMPOS
  • COMMITTEE MEMBERS :
  • MARILIA LOPES DE CAMPOS
  • FABIANA DE CARVALHO DIAS ARAUJO
  • ROSILDA NASCIMENTO BENACCHIO
  • Data: Mar 16, 2020


  • Show Abstract
  • 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.

3
  • RICARDO DA LUZ JACOB
  • "Problem with school, I have thoussand"- AN INVESTIGATION ON INSTITUTIONAL RACISM IN publics school In Angra dos Reis.

  • Advisor : ALAIN PASCAL KALY
  • COMMITTEE MEMBERS :
  • ALAIN PASCAL KALY
  • MARIA ANGELICA DA GAMA CABRAL COUTINHO
  • REGINA MARIA DE OLIVEIRA RIBEIRO
  • WARLEY DA COSTA
  • Data: Jul 6, 2020


  • Show Abstract
  • This research has three primaries goals: (1) to investigate the issue of failure and evasion in public schools under the scope of institutional racism; (2) to stablish a relation between race/ethnicity and irregular school trajectories; (3) to elaborate a pedagogical intervention which problematizes the issue of racism in the society, and finally, to promote, with the students, the identification and deconstruction of racism and its primary mechanism of reproduction. For this purpose, it was collected the data about students’ trajectories of six elementary schools in Angra dos Reis – RJ, over the period of nine years (between the years 2010 and 2018), using ethnic-racial clipping as reference in order to identify racism discrimination patterns. The pedagogical intervention discussed the issue of homogenization and invisibilization of black individuals in our culture through time using as a didactic strategies, collective games, research, and the elaboration of autobiographic narratives to engage reflection and action about the problem. The data indicates a greater tendency towards irregular school trajectories among students have declared black on the enrollment form, which can be interpreted as an indicator of institutional racism in the investigated schools

4
  • RÔMULO NOBREGA SOUZA
  • TEACHING OF HISTORY AND THE GLOBALIZATION: REFLECTIONS ON TEACHER PRACTICE UNDER THE ULTRACONSERVADOR CONTEXT
  • Advisor : MARIA ANGELICA DA GAMA CABRAL COUTINHO
  • COMMITTEE MEMBERS :
  • MARIA ANGELICA DA GAMA CABRAL COUTINHO
  • RODRIGO DE AZEVEDO CRUZ LAMOSA
  • ESTHER KUPERMAN
  • Data: Sep 9, 2020


  • Show Abstract
  • 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.

     

5
  • ALESSANDRO DOS SANTOS ARAUJO
  • Umbanda: intangible cultural heritage of the City of Rio de Janeiro - History teaching, teacher training and combating religious racism.

  • Advisor : PATRICIA BASTOS DE AZEVEDO
  • COMMITTEE MEMBERS :
  • PATRICIA BASTOS DE AZEVEDO
  • RENATO NOGUEIRA DOS SANTOS JUNIOR
  • WARLEY DA COSTA
  • Data: Sep 10, 2020


  • Show Abstract
  • This dissertation is the result of bibliographic and documentary research carried out within the scope of the Graduate Program in History Teaching at the Federal Rural University of Rio de Janeiro in order to answer two questions: what is the origin of all prejudice, discrimination, disrespect, hatred and violence against Umbanda and other religions of African origin? What can we do to contribute to an end to all prejudice, discrimination, hatred and violence against Umbanda and other religions of African origin? The answer obtained in relation to the first question is that, for many scholars and researchers, all this prejudice, discrimination, intolerance and other forms of violence against the different religions of African origin would be the result of the intensification of what has been called by priests and followers of African-based religions such as “religious racism”. With regard to the second question, our proposal is to disseminate knowledge and information about African-based religions and the application of anti-racist education for children and adolescents in all stages of basic education. To this end, we offer readers “a brief history of racism in Brazil”, a discussion on the History curriculum and continuing teacher education, as well as a presentation of the history and characteristics of Umbanda, highlighting Calundu, Candomblé and Macumba, as well as aspects of Kardecism, in the historicalcultural process of formation of religion. We disclose as an attached pedagogical device a proposal for a continuing education course on African-based religions 6 for teachers who are dedicated to teaching History (graduates in Pedagogy and graduates in History) in Basic Education.

6
  • SAULO VINÍCIUS DA SILVA
  • MUSIC IN CLASSROOM: A WAY FOR ANTIRRACIST EDUCATION -    8th year of elementary school and 2nd year of High School - Post Abolition (c.1888 c.1930)

  • Advisor : CARLOS EDUARDO COUTINHO DA COSTA
  • COMMITTEE MEMBERS :
  • CARLOS EDUARDO COUTINHO DA COSTA
  • IAMARA DA SILVA VIANA
  • REGINA MARIA DE OLIVEIRA RIBEIRO
  • Data: Dec 2, 2020


  • Show Abstract
  • 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.

7
  • JANINE BARBOSA PEREIRA RAMOS
  • The break of silence: the classroom and gender relations

  • Advisor : REGINA MARIA DE OLIVEIRA RIBEIRO
  • COMMITTEE MEMBERS :
  • REGINA MARIA DE OLIVEIRA RIBEIRO
  • MARIA ANGELICA DA GAMA CABRAL COUTINHO
  • DENIZE DE AGUIAR XAVIER SEPULVEDA
  • Data: Dec 8, 2020


  • Show Abstract
  • The break of silence: the classroom and gender relations

8
  • TUANNY DANTAS LAMEIRÃO
  • IMAGES, HISTORY AND DEAFNESS TEACHING: how history is seen in historical images by the deaf.

  • Advisor : PATRICIA BASTOS DE AZEVEDO
  • COMMITTEE MEMBERS :
  • PATRICIA BASTOS DE AZEVEDO
  • MARCIA DENISE PLETSCH
  • MARIA APARECIDA CABRAL
  • MARIANA CORREA PITANGA DE OLIVEIRA
  • Data: Dec 21, 2020


  • Show Abstract
  • 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. 

2019
Dissertations
1
  • LEONARDO DE JESUS TAVARES
  • This Terreiro has History: Teaching History and Afro-Brazilian Culture through a study about Candomblé

  • Advisor : PATRICIA BASTOS DE AZEVEDO
  • COMMITTEE MEMBERS :
  • PATRICIA BASTOS DE AZEVEDO
  • ARTHUR GOMES VALLE
  • WARLEY DA COSTA
  • NIELSON ROSA BEZERRA
  • Data: Jan 8, 2019


  • Show Abstract
  • The following dissertation developed within the Professional Master's Degree in History Teaching presents as theme a study on the importance of African-born religions in the context of Law 10.639 / 03; another important aspect developed in the present dissertation is the question of hate actions, called religious racism, which has been gaining ground in certain exalted religious segments. The driving force of this scientific work was the life story of the mother of Santo / Ialorixá Dona Teresa Tavares; his experience in candomblé and the teachings that the tradition of Candomblé gave him. The option of constructing the research was to present the griot characteristics present in the figure of Dona Teresa. The educational product resulting from this research is a proposal of literary material that contributes to an education for ethnic-racial relations, as proposed in the opinion of the text of the Law for Teaching African History and Afro-Brazilian Culture.

2
  • CARLA PATRICIA FERREIRA SURCIN
  •  O professor de história e o aluno em cumprimento de medida socioeducativa – Possibilidades e limitações da prática docente. 

  • Advisor : PATRICIA BASTOS DE AZEVEDO
  • COMMITTEE MEMBERS :
  • PATRICIA BASTOS DE AZEVEDO
  • ANA MARIA MARQUES SANTOS
  • MARIA APARECIDA CABRAL
  • Data: May 29, 2019


  • Show Abstract
  • 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.

3
  • FABRICIO CASTILHO NUNES DE ANDRADE
  • "School samba: the use of the concepts of memory and identity for the education of ethnic-racial relations"

  • Advisor : CARLOS EDUARDO COUTINHO DA COSTA
  • COMMITTEE MEMBERS :
  • CARLOS EDUARDO COUTINHO DA COSTA
  • CLICEA MARIA AUGUSTO DE MIRANDA
  • REGINA MARIA DE OLIVEIRA RIBEIRO
  • Data: Nov 29, 2019


  • Show Abstract
  • Historically marginalized, in consequence of the form of its insertion in the Atlantic and Portuguese-Brazilian modernity, the Afro-Brazilian population has been seeking after, since the end of the slavery period/ slave life, a notable pursue of social  inclusion. The educacional question has been a crucial point in the strategy to fight for ascension, in the beggining that fight was focused on the pursue of that type of service, achieving the highest point of the exigency of a pedagogic review most recently which can garantee more amplitude and recognition to the Afro-Brazilian

    population as integral and important part for the construction of the Brazilian culture and society. That fighting for inclusion and visibility eventuated in the law 10639 of 2003 which stablished the obligatoriness of the teachings of African and AfroBrazilian history and culture in Brazilian schools. Being attentive to the necessity created by the law and the role of history in society, we seek to make a critism of the elementary school curriculum which is highly marked by a Eurocentric, excluding and subdue vision of the Afro identity. Therefore, using the John Rüsen’s concept of historic culture, we seek after in the dialog between the school history and music as a didadict instrument a way of fomenting and making Afro memories and manifestations feasible and that it can allow to revive, value and strengh Afro- Brazilian identities. Thus, we are looking for achieving a critic interculturality, contributing to the democratization of the school space and the changing of the society itself into a society that is more inclusive, democratic and valorizing of the differences.

2018
Dissertations
1
  • FÁBIO DA SILVA GOMES
  • Historical textbook as place of memory: a proposal of teaching sexual diversity
  • Advisor : MARIA ANGELICA DA GAMA CABRAL COUTINHO
  • COMMITTEE MEMBERS :
  • MARIA ANGELICA DA GAMA CABRAL COUTINHO
  • CARLOS EDUARDO COUTINHO DA COSTA
  • WASHINGTON DENER DOS SANTOS CUNHA
  • Data: Aug 28, 2018


  • Show Abstract
  • 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. 

     

2
  • RAQUEL ELISON COSTA
  • Teaching history through Quinhoar channel on Youtube

  • Advisor : REBECA GONTIJO TEIXEIRA
  • COMMITTEE MEMBERS :
  • BRUNO LEAL PASTOR DE CARVALHO
  • CAROLINA CHAVES FERRO
  • FELIPE SANTOS MAGALHAES
  • REBECA GONTIJO TEIXEIRA
  • Data: Sep 28, 2018


  • Show Abstract
  • This research addresses the production of a YouTube channel focused on

    the themes of science history and for a young audience, high school. The essence of the

    channel is to present the historical content in a more palatable format to the taste of this new

    generation digital or post-organic according to the work of Paula Sibilla. The narrative are

    guiding concepts in the classes produced by the Quinhoar channel, therefore, the theoretical

    contributions of the author Paul Ricoeur, Nicole Loraux, Gabriel Henrique Moreira and Ilmar

    Rohloff Mattos are used as theoretical support. The history channel on YouTube has the

    potential to promote teaching and learning of relevant science history topics, uniting the

    theoretical, methodological and scientific criteria of academia with the demands and

    challenges of digital history and public history. Classes are seen as expanded classes that can

    be used in many ways by various teachers, quickly and practically. The lessons were

    produced with the technological resources of the After Effects and Premiere programs and

    with the participation of the students and others, who expressed their opinion through the

    comments of the channel and through various social networks. The first videos were produced

    and released on the Quinhoar channel and also on the Facebook page Quinhoar: Teaching

    History.

3
  • JULIANA PEREIRA DE CARVALHO
  • .

  • Advisor : ARTHUR GOMES VALLE
  • COMMITTEE MEMBERS :
  • ARTHUR GOMES VALLE
  • JOYCE ALVES DA SILVA
  • PATRICIA BASTOS DE AZEVEDO
  • TADEU MOURÃO DOS SANTOS LOPES ZACCARIA
  • Data: Oct 9, 2018


  • Show Abstract
  • .

4
  • BRUNO DE MORAIS MARTINS FERREIRA
  • The uses of memory in school: construction of narratives with students of a municipal school in the western zone of Rio de Janeiro

  • Advisor : ARTHUR GOMES VALLE
  • COMMITTEE MEMBERS :
  • ARTHUR GOMES VALLE
  • PATRICIA BASTOS DE AZEVEDO
  • WARLEY DA COSTA
  • Data: Oct 23, 2018


  • Show Abstract
  • This master’s dissertation revolves around a workshop in which students offered personal narratives about their final years in Ensino Fundamental (Primary School), from seventh through ninth grades, in Medalhista Mayra Aguiar da Silva Municipal School, west zone of Rio de Janeiro city. Once the students are the leading figures in producing school and local historical knowledge we are able to understand the importance of this workshop of narrative building. Filing themselves represents an important step towards these students’ identity consolidation where they live - since many of them haven’t lived in this community for quite some time - besides creating the sense of belonging towards the school and the awareness of school history. To do so, it was necessary to discuss concepts about History curriculum and History as a school subject. In order to accomplish this workshop, we used the elective discipline period, that is a part of Ginásio Carioca program, in which activities of different aspects are carried out beyond the school curriculum, dictated by Secretaria Municipal de Educação do Rio de Janeiro (Rio de Janeiro Department of Education) and PNC’s. At the end of this workshop of narrative of memories, it was done a qualitative and quantitative data collection of the material, different classifications for analyzing students’ depositions, as members of school community that are also a part of the area around it. These students can be an active part in recording local memory and, at the same time, in building historical knowledge - using their own life experience - that is also part of the school memory. An archive of these first student’s memories will be available to future students, teachers and members of the community as the embodiment of this workshop of memory and local knowledge production.

5
  • RODRIGO PEREIRA FALCÃO
  •  

    ABOUT TIME: NOTIONS  OF  TEMPORALITY  IN  HIGH SCHOOL  USING  BRAZILIAN  POPULAR  SONGS

     

  • Advisor : FELIPE SANTOS MAGALHAES
  • COMMITTEE MEMBERS :
  • FELIPE SANTOS MAGALHAES
  • REGINA MARIA DE OLIVEIRA RIBEIRO
  • MARCIA RAMOS DE OLIVEIRA
  • Data: Nov 29, 2018


  • Show Abstract
  • 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.

     

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