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ANA CAROLINE DA SILVA MAGALHAES
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Proposition of a game book in the Teaching of History about the enslaved child in Colonial Maranhão (1801-1818).
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Data: 21/06/2024
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The present study addresses the presence of enslaved black children in Colonial Maranhão, especially in the regions of São Luís and Ribeira do Itapecuru, between 1801 and 1818, mentioning the particularities existing within the process of enslavement. In this sense, we problematize the figure of the enslaved child, through the bibliography consulted and the data collected in the database organized by the team of researchers from the Center for Studies, Research and Extension on Africa and the Global South (NEAFRICA) and the Archive of the Court of Justice of Maranhão (TJMA). From this process, we developed a notebook of educational games, privileging the understanding of the reality of the enslaved child in Maranhão lands. Thus, the didactic resource was elaborated with the objective of including the theme of this study in Basic Education (7th). Demonstrating how educational games can be efficient in transmitting knowledge. Therefore, through these reflections, we believe that not only does knowledge become more accessible, but that, in addition, it can promote critical and reflective learning about the historical injustices that affected black children during the period of enslavement in Maranhão.
Keywords: History Teaching, Enslaved Child, Educational Games Notebook.
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AUGUSTO CARLOS BATALHA COSTA
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PEDRINHAS’ PRISON COMPLEX AND THE VIOLATION OF HUMAN RIGHTS: teaching history through an audiovisual production.
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Orientador : KARINA BIONDI
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Data: 19/07/2024
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The general objective of this study is to carry out a bibliographical survey of the main historical facts that contributed to triggering the cycle of rebellions in the Pedrinhas Penitentiary Complex between the years 2010 and 2014, as a consequence of the non-enforcement of human rights for inmates housed in the respective unit. Maranhão prison. Therefore, the aim is to more specifically: address the historical contextualization and political reforms carried out in the Pedrinhas Penitentiary Complex, emphasizing that the neglect of public authorities in implementing the human and fundamental rights of inmates contributed to the emergence of criminal factions in the prison and the consequent cycle of rebellions; describe the main consequences of the cycle of rebellions that occurred in the Pedrinhas Penitentiary Complex between 2010 and 2014 and the main measures taken by the different spheres of national government and the Inter-American Court of Human Rights and point out how theimplementation of history matters and human rights to Brazilian basic education and to convicts serving sentences that restrict their freedom can contribute to avoiding involvement in crimes, as well as effecting the process of resocialization of convicts. To this end, bibliographical research was carried out with specialist authors in the area, in which the SCIELO and Web Of Science databases were used using the following descriptors: rebellions 2010 to 2014; Pedrinhas Penitentiary Complex; teaching; history; human rights, resocialization. The research results showed that the lack of public policies aimed at implementing the human rights of inmates was one of the main factors that contributed to triggering the cycle of rebellions that took place between 2010 and 2014, in the Pedrinhas Penitentiary Complex. In view of this, the Inter-American Court of Human Rights, the National Council of Justice, together with the Government of the State of Maranhão, among other entities, took a series of measures to improve the execution of sentences in the main prison in Maranhão. However, in this space of almost ten years, Pedrinhas continues to present the same problems as at the time. Given this scenario, it is suggested the creation of Local Councils for the Human Rights of Prisoners, greater action by inspection and control bodies and, above all, the inclusion of the subject of history and human rights in basic education to prevent the future involvement of young people with the organized crime and in the Pedrinhas Complex to strengthen the process ofresocialization of those convicted.
kEYWORDS: Teaching History. Pebbles. Rebellions. Human Rights.
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BIANCA ZAENE RODRIGUES MOTA
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MÁQUINAS, MUROS E O GALO IMPERTINENTE: o realismo mágico literário de José J. Veiga na reflexão acerca da ditadura militar no Brasil e proposta didática para ensino de história.
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Data: 26/04/2024
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This work is dedicated to researching the relationship between the works of magical realism by Goiás author José J. Veiga and the context of the military dictatorship in which they were published, pointing out ways of using this literary language in teaching the history of the period. To this end, research in the field of history that focuses on the literature of the dictatorship period is reviewed and the short stories O galo impertinente (1967) and A máquina extraviada (1967) and the novel Sombras de reis barbudos (1972) by José J. Veiga are analyzed based on Roger Chartier's notion of representation (1991;2010). The aim of the work is to produce a didactic product in ebook format for teachers of the 9th grade of elementary school, with guidelines for using literature in the classroom to teach the content of the military dictatorship. From the perspective of history education, the aim was to contribute to historical awareness of the dictatorial period.
Keywords: History Teaching; History and Literature; Military Dictatorship; José J. Veiga; Magic Realism.
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CLAUDIA ROBERTA DOS ANJOS DIVINO
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(ABOUT) EXPERIENCES FROM FACTORY TO SCHOOL: memories, records and narratives of teachers from Rio Anil in São Luís-MA between the years 1994 and 2018 in the light of an educational virtual museum for historical research.
Título do Produto Educacional: (Inglês): VIRTUAL MUSEUM OF AFFECTIVE MEMORIES OF TEACHERS FROM THE INTEGRATED CENTER OF RIO ANIL- CINTRA
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Orientador : JAKSON DOS SANTOS RIBEIRO
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Data: 19/06/2024
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The present study seeks to investigate the potential of the inclusion of Virtual Museums in the teaching/learning process, aiming to question the relationship between the life narratives of teachers with the historical process that took place in the old Fábrica do Rio Anil and the social and educational perspective developed in this transition period for IEMA Pleno Rio Anil. The research proposal is relevant, as questions were established with the aim of achieving the desired objective, among them, understanding the dimension of the life narratives of Rio Anil teachers as sources of historical research, thus identifying the transformations established from these experiences experienced at CINTRA from a socio-educational perspective, in addition to enriching the understanding of the dimension of these life narratives as a source of historical research. Can the virtual museum be used at school as a pedagogical instrument to aid the teaching-learning process? This approach is justified as a possibility for teaching reflection on pedagogical praxis, searching for alternatives that value collaborative and multidisciplinary work. The theoretical basis used in this research is based on the studies of Halbwachs (1990), Pollak (1989), Alberti (2012), Caldeira (1988), Delgado (2003), Itapary (1995), Levy (1996), Melo (1990), among others who will contribute to the basis of this study. Initially, I sought to map the historical subjects, in the figure of teachers who participated in the educational process of the old CINTRA, in addition to carrying out the survey in newspapers, magazines, photographs and in the personal collection of these teachers, then a structured qualitative interview was carried out after mapping these professionals, seeking to analyze the importance of these social agents in this educational process, therefore, that the research presented here contributes to the debates that involve not only. the creation of virtual museums at school, butalso the training of reflective professionals as a path to transforming teaching practice
Keywords: memory; life narratives; virtual museum; teaching-learning; pedagogical praxis.
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ENNIO SILVA DE SOUZA
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FROM THE YARD TO THE CLASSROOM: construction and use of a didactic sequence about religions of African matrix in basic education
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Data: 28/03/2024
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The research deals with the stereotypes related to religions of African origin and the performance of the school for their deconstruction. It makes an analysis of the presence of the enslaved African in the process of colonization of Brazil, as well as the conditions to which blacks were placed after the abolition of slavery. It points to religiosity as a fundamental element of resistance of enslaved Africans, as well as an element of their identities, and religions of African origin as a constituent element of Brazilian culture. It makes a brief journey in the legal changes that led to Law 10639/03 that deals with the mandatory teaching of African and Afro- Brazilian history and culture. It aims at the elaboration of a didactic sequence as an educational product that assists the teacher in the theme about religions of African origin. It is based on bibliographic research through books and articles, in physical and digital format referring to the themes addressed in the research.
Keywords: history teaching, religiosity; african matrix; teaching.
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EVELANNE SAMARA ALVES DA SILVA
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"GRANDMA TOLD ME THAT THIS ALSO HEALS!": Popular healing practices among women in Oiapoque – Amapá.
Título do Produto Educacional: GRANDMA TOLD ME THAT THIS ALSO HEALS!
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Orientador : MARCIA MILENA GALDEZ FERREIRA
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Data: 26/08/2024
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This thesis aims to present practices of healing among women in Oiapoque - AP, to provide anv electronic book (e-book), in Portable Document Format (PDF), as an Educational Product, with the that considers popular cultural practices of healing, not underlined in a school culture with colonialist bias. The study seeks to instigate reflection on the local/ regional and the place of knowledge of subordinates in school education and for the teaching of history, including through a book in digital format of youth literature called "Grandma told me that this also heals!". The space between Amapá (Brazil) and French Guiana (France), as a point of singular ethnic interactions, is presented as locus for research that resulted in the Educational Product. Popular healing practices include pulling, food bans, benzimentos, prayers, advice, indication and preparation of medicines and others, embracing a plurality of ways of doing and conceiving the world. They are of multiple genesis, resulting from ethnic interactions and cultural recreations and are dissipated among women midwives, benchers, healers, people who live and arrived in the municipality of Oiapoque, regardless of the physical demarcations that limit the border. The qualitative research for the study included collection and analysis of documentary sources and semi-structured interviews with women healers, to understand healing practices, to questionnaires with high school teachers for the formatting of the Educational Product, as well as bibliographic research. The study allowed reflections on a decolonial perspective for education that highlights popular knowledge.
Keywords: Decoloniality. Education. History teaching. Healing practices. The Social Sciences.
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FRANK OLIVEIRA DA SILVA
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FOR A DECOLONIAL EDUCATION: thinking about anti-racist educational policies from the voices of history teachers at IEMA.
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Orientador : ELOY BARBOSA DE ABREU
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Data: 25/04/2024
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This work addresses the importance of education in the fight against structural racism in Brazil. It seeks to highlight the need to rethink the curricula of undergraduate courses in History, in order to implement themes such as the History of Africa. Furthermore, the text points out the contradictions present in current educational policies, such as Law 10,639/2003, which introduces the study of the History of Africa and Africans, but still has gaps. It also highlights the importance of discussing and combating structural racism, misogyny, homophobia and promoting the inclusion of people with disabilities within the educational environment. These themes are crucial for complete citizenship training and the construction of a more egalitarian society. Finally, it concludes that schools can be a powerful tool for building a more just and democratic society, but it is necessary to rethink current educational policies and ensure that education is an effective tool in the fight against racism. Regarding the proposed educational product, through diagnosis, deficiencies in the academic training of history teachers in the implementation of law 10.639/2003 were verified. Therefore, there is a pressing need to re-discuss and develop strategies for the actual implementation of the aforementioned law in the classroom
Law 10.639/2003, History of Africa, Racism.
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GABRIEL CRISPIM DE BARROS
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Between chivalry and sanctity (Portugal-15th Century): Nuno Álvares Pereira, a medieval hero in History Teaching
Título do Produto Educacional: (Inglês): The Middle Ages and Chivalric Literature through Nuno Álvares Pereira
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Orientador : ADRIANA MARIA DE SOUZA ZIERER
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Data: 04/10/2024
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The present work seeks to demonstrate the points of contact between History and Literature during the Middle Ages. In this sense, using the context of Portugal during the late Middle Ages to analyze the figure of the knight, specifically through the constable Nuno Álvares Pereira who had a great participation in the 1383–1385 Portuguese interregnum. Titled as the greatest knight of Portugal in documentation, such as Crônica do Condestável de Portugal by an anonymous author, as well as A Crónica de D. João I, by Fernão Lopes, written in the 15th century, it is described that this is an influence of arthurian narratives. Specifically, it is said that the Constable was influenced by the figure of the literary knight Galahad from the novel The Quest for the Holy Grail, from the 13th century. Both characters carry elements that make up an idealized model of behavior of a Christian knight to the point that Nuno Álvares Pereira was canonized in the contemporary era, thus demonstrating the influence of the Middle Ages in the present day.
Keywords: History Teaching, Nuno Álvares Pereira, Chivalric literature, Galahad, Middle Ages in Portugal.
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GEORGIANE CHAVES REIS
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Teaching History in the Final Years of Elementary School: approaches and methodologies
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Orientador : HELIDACY MARIA MUNIZ CORREA
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Data: 15/07/2024
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This research deals with continuing education with a focus on the approaches and methodologies of History teachers in the Final Years of Elementary School, in the municipal network of Arari, Maranhão, in the period 2018-2023. The general objective of the research is to offer Final Year Elementary School teachers a Guide with methodological guidelines for some methodological experiences in the History classroom, plus reflections and proposals to explore the topics covered, thus creating possibilities for replicability of interactive and meaningful classes for students. This objective was created based on the following research problem experienced in school reality: how to encourage students to analyze historical facts in a critical way, making them capable of starting their process of understanding, criticality and changing social reality in that lives? As a methodological approach, this research has a qualitative approach in which we use some techniques such as: semi-structured interviews, application of semi-structured questionnaires and class observations, enabling research participants to express their perceptions about teaching. To this end, experiences lived by teachers from the municipal network of Arari were identified and mapped, created from the continuing training offered by the Municipal Department of Education (SEMED), and worked on in the classroom by teachers. Based on these experiences, an Educational Product was created entitled: “Guide of Methodological Guidelines for Elementary School History Teachers Final Years”, with the aim of systematizing and expanding teaching practices and disseminating them in the municipal network in order to contribute to the improving the quality of teaching and learning in the classroom.
Keywords: Elementary History Education. Continuing Training. Methodologies. Methodological Guidelines Guide. Arari, Maranhão.
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GERHARD BERG ARAUJO OLIVEIRA
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CITIZEN EDUCATION ON THE SCHOOL FLOOR: Rights and Guarantees Fundamentals of the Constitution of the Federative Republic of Brazil of 1988 as school content in Basic Education.
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Orientador : ELOY BARBOSA DE ABREU
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Data: 11/06/2024
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This work addresses the importance of teaching in Basic Education the fundamental Rights and guarantees provided for in the Federal Constitution of 1988, through the use of instructional material aimed at teachers. Initially, we take a look at the history of constitutions from 1824 to the Constitution of the Military Regime of 1967, observing how little by little the rights to human dignity that we have today were built. We alsopresent the concept of Constitution and Constitutionalism. Soon after, we talk about the concept of Citizenship, its emergence and its consequences in Brazilian society, through a critical analysis. It is also discussed how the study, in Basic Education, of Fundamental Rights and Guarantees, is significant for consolidating citizenship, which is not yet universal in Brazil. Finally, an educational product will be presented in the format of instructional material for teachers. In addition to the concept of citizenship, a summary of the Brazilian Constitutions is also made, however, the focus of the material is the detailing of some of the fundamental rights and guarantees. present in the Brazilian Constitution, with explanations, exemplifications and how the teacher can apply knowledge in practice.
Key-words: Teaching History. Citizenship. Fundamental Rights and Guarantees. Federal Constitution of 1988. Instructional Material.
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ISABEL CRISTINA FLOR DE LIMA
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FOR AN ANTI-RACIST PRACTICE: TEACHING HISTORYTHROUGH EPISODES OF RACISM IN THE BRAZILIAN MEDIA
Título do Trabalho (Inglês): FOR AN ANTI-RACIST PRACTICE: TEACHING HISTORY THROUGH EPISODES OF RACISM IN THE BRAZILIAN MEDIA
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Orientador : VIVIANE DE OLIVEIRA BARBOSA
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Data: 29/07/2024
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The racism of the present has its origins in the language and strength of slavery expanded in the 16th century. Colonial Brazil, the so-called Portuguese America, has a history linked to Atlantic slavery. But slavery in Brazil was a genocide against Africans, as well as indigenous people. However, where there was slavery, there was resistance. Law no. 3,353 of 1808 declared slavery extinct, but, despite being a struggle of resistance by the enslaved, it entered history through official memory as a gift from white people. Another issue is equality, guaranteed by law, but denied by science, as it naturalizes racism through racialist theses and racial determinism at the end of the 19th century. How can we understand the invisibilities and racial violence that occur today? A first step is to start discussing “otherness”, a dangerous characteristic of racism in Brazil. Another is to perceive the contradictions of the past and reflect through memory, history and forgetfulness. Thus, the research analyzes cases of racism broadcast in the media (television, news and social networks), developing didactic plans so that this topic can be thought about and debated on the school floor. In this way, five episodes of racism were selected, analyzed and debated with 2nd grade classes at IEMA Bacelar Portela. As the teaching work was being carried out, the Racist Digital Platform doesn't bother me! was being fed with content aimed at anti-racist History Teaching.
Keywords: Racism in the media; History Teaching; IEMA Bacelar Portela; Digital platform.
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JESUS HELLEN LEAL CONCEICAO
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BLACK FEMALE COLOR AND FACE: the experiences of enslaved women in Colonial Maranhão based on the construction of a didactic game (1801-1819)
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Orientador : TATIANA RAQUEL REIS SILVA
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Data: 10/06/2024
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This work analyzes the experiences of enslaved women in Colonial Maranhão, specifically, in the territory of São Luís – Rio Itapecuru, between the years 1801-1819, thus giving a specificity to the female world. In this sense, the figure of enslaved women will be problematized, through the bibliography consulted and inventory data collected in the Database organized by the Center for Studies, Research and Extension on Africa and the Global South (NEAFRICA). As part of the composition of the dissertation text, a didactic-pedagogical question and answer board game entitled “Board Game: Black Women Enslaved in Colonial Brazil” was developed, which presents itself as a tool that will contribute to the field of education in Brazil. Teaching History. It outlines the objectives of the game, as well as how it is designed and developed, including the relevant rules. This resource highlights the theme of the presence of enslaved women in Colonial Maranhão, offering an approach to the history of Brazilian enslavement that, in many educational curricula and textbooks, is not properly highlighted or emphasized. The teachingmaterial in question was created with the purpose of introducing the theme of this research directly into the classroom, using the game as a base, this resource being specifically created for second-year high school students. Therefore, we seek to demonstrate how games can be effective not only in transmitting knowledge, but also in engaging students in an engaging and meaningful way, especially in complex and sensitive topics such as colonial enslavement. . Keywords: Teaching History; Enslaved Woman; Slavery in Colonial Maranhão; Board game.
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LUANA DOS ANJOS PEREIRA
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THE PRESS AS A SOURCE FOR HISTORY TEACHING: discussion analysis of newspapers during the strike of 1964 throughout O Globo and Última hora.
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Orientador : YURI MICHAEL PEREIRA COSTA
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Data: 24/04/2024
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The civilian military strike of 1964 still is a target of narratives contests by being a recent event in Brazil’s contemporary history and a target for revisionist studies. To reflect about the historical facts that happened during this context we have to look to the present and think about the breaks and continuities that occurred after the 1964’s strike.That being, it is important to recall attention to the ideological project that was being built in Brazil from this fact, that broke in that moment with the democratic republic that was being built. The strike against João Goulart was articulated with the support of important civil sections such as businessmen, political groups and press. It is known that other sections of society were involved in the construction of the strike and that was crucial for the military to gain more strength in 1964. In this work our main goal it’s to built an educational product that contributes with the teaching of History in the analyses of civil military strike of 1964 investigating the context from the newspapers O Globo and Última Hora, highlighting their stance and to present a proposal to use these newspapers as a source for the teaching highlighting the participation of civil society in these conjectures. The methodology that will be used in this research consists in the use of theoretical and historical reference of the 1964’s strike to understand the political and social process that occurred during 1961 and 1964 with emphasis in the works that analyzes the action of civil society. Furthermore a discussion analysis will be done based on Roger Chartier (1990). As a result of this work an educational product will be done, a paradidactic book with the title: História e Imprensa: o golpe civil militar de 1964 através dos jornais, for students of the final year of high school. In this way, we want to contribute with the valuation of History teaching and the use of journalistic sources.
Keywords: 1964 Strike; Teaching of history; O Globo; Última hora; Press; Representations; Newspapers.
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LUCIANA MARIA DE LIMA HONORATO
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Creole drum a pedagogical tool for valuing the intangible culture of the Axixá-MA region: Knowledge, memories and identity
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Orientador : FABIO HENRIQUE MONTEIRO SILVA
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Data: 26/06/2024
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The Tambor de Crioula is recognized as intangible cultural heritage in Brazil, supported by the 1988 Federal Constitution, and was inscribed in the Book of Forms of Expression in 2007 bythe National Institute of Historic and Artistic Heritage (IPHAN). Therefore, this researchpresents an approach to the Tambor de Crioula as intangible cultural heritage: reflections onthe categories of knowledge, memory, and identity. It also discusses popular culture as culturalheritage and the dance of Tambor de Crioula. In this regard, the main objective of this research is to investigate how popular culture can interact with identity discourses in the educational process, with emphasis on Tambor de Crioula from the state of Maranhão, specifically in themunicipality of Axixá, located in the Munim region, in order to enrich the field of knowledgefor high school students.Therefore, it is essential to develop bibliographic research with emphasis on these categories and their relationships with Tambor de Crioula, based on the analysis of texts already produced by literature, such as articles, theses, dissertations, and other printed or virtual texts, as well as official documents and legislation. Additionally, part of this study focuses on field research carried out with the aim of collecting significant data through questionnaires and interviews, both with participants from two existing Tambor de Crioula groups in the municipality of Axixá and with high school students from the State Institute of Education, Science and Technology of Maranhão (IEMA). The relevance of this theme is associated with the possibility of encouraging the continuity of such an important intangible heritage for the culture not only of Axixá but also for the entire state of Maranhão.
Keywords: Creole Drum; identity; memory; Patrimony.
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LUIS CLAUDIO SANTANA PEREIRA
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Digital information and communication technologies in history teaching: study of the use of video-process methodology as a learning tool in history classes
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Data: 21/03/2024
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Currently, the teaching of History faces the challenge of modernizing in a constantly changing world, with the need to employ new educational technologies and learning methodologies. In this context, this study aimed to assess the potential of Information and Communication Technologies (ICT) in history education through the audiovisual methodology "Video-process" for the production of short educational videos by high school students. The research was conducted at the Institute of Education, Science, and Technology of Maranhão (IEMA), using both qualitative and quantitative approaches, along with action research procedures. The project “Exploring the history of Maranhão through its heritage” was created to evaluate the potential of this methodology, aiming to valorize the history of Maranhão through its cultural assets, especially the heritage of IEMA Rio-Anil. The goal was to contribute to the development of students' skills such as teamwork, problem-solving, organization, cooperation, interest, and responsibility, fostering the formation of a historical consciousness and appreciation for local history. As a result, a methodological guide for the production of short-duration videos using the video-process methodology was generated, applicable to both teachers and students. The audiovisual productions by students demonstrated the effectiveness of this resource in promoting the learning of local history by bringing students closer to their everyday lives, especially their cultural assets. This study thus contributes to the expansion of contemporary educational practices in History teaching, incorporating technological innovations and collaborative learning strategies.
Keywords: history teaching; active methodologies; video-process; collaborative learning.
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MARIA FELIX PEREIRA CALIXTO
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CHARMS AND SPELLS: the practices of love magic in Rome - 1st century BC. W.
RELIGIONS AND THEIR PLURAL ASPECTS: concepts and terms about religions - “Rites and Rituals” of the Roman populus
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Orientador : ANA LIVIA BOMFIM VIEIRA
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Data: 05/06/2024
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The research-product aims to analyze questions about religiosities and their plural aspects, namely - the social representation of love magic practices contained in Roman society in the 1st century. to analyze how magic rituals to instill love were carried out, identifying the practicing subjects and their magical elements. To do so, we look at the testimonies present in the literary epistolography of Públio Ovídio Nasão, a Roman author who wrote poems on the theme of love during the period of Augustus' reign. We also consulted, as a theoretical foundation, the concepts developed by Jean Maisonnueve in the work ‘The Rituals’, Bronislaw Malinowski in ‘The Art of Magic and the Power of Faith’, among others. Through investigation into magical rituals, the aim is to enhance studies on ancient civilities, highlighting their practices and beliefs, which should contribute to discussions about religiosities and the different experiences that societies have built with the divine, since the past to the contemporary. All this research is to generate a paradidactic product, analyzing the documentation worked with the purpose of demonstrating how the religiosities of Ancient Rome are close to the pluralities related to the cultural permanences of everyday life. The paradidactic, in addition to assisting the primary school teacher with material on Roman religion, should contribute to discussions about religiosity and the different experiences that societies built with the divine. It also aims to investigate the elements that make up the ritualistic imagination of citizens Romans, therefore, the approach shifts to the religious context of the Republican period, a time when Roman religion centered on the family. Through this perspective, answers are sought in the history of populus romanum beliefs to identify the symbolic value of love magic practices manifested through rituals.
Keywords: History Teaching, Memory, Love Magic, Religion, Rituals, Rome.
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NAYLA THAYNÃ SOARES ALVES DE MENESES
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Charges, Teaching History and War in Paraguay.
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Orientador : MARCELO CHECHE GALVES
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Data: 20/03/2024
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This dissertation-product approaches the teaching of History from the perspective of cartoons, understanding them beyond a visual resource, listing their critical and political contents. To do so, it uses as a backdrop the Paraguayan War and the cartoons published by the Brazilian Illustrated Press during the time of the conflict (1864-1870), dialoguing with questions about the teaching of History and the historiographical debate about the press and the conflict. Finally, it presents a pedagogical product, in the form of a paradidactic, as a result of a analysis of the different agents of the conflict, underprivileged in the narratives about the Paraguayan War in History textbooks for the 8th year of Elementary School, which are under the validity of the Plano Nacional do Livro Didático (PNLD), with the aim of valuing them as social and historical beings and important participants in the conflict.
History Teaching. Languages. Paraguayan War. Charges.
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OLIVAR ARAUJO PINHEIRO JUNIOR
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"Threads of Memories on Canvas: The Factory and the Schools CINTRA and IEMA RIO ANIL"
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Orientador : ELIZABETH SOUSA ABRANTES
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Data: 09/07/2024
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This study analyzes the historical trajectory of the building of the former Fábrica de Tecidos Rio Anil and the schools Centro Integrado Rio Anil/Cintra and IEMA Rio Anil, in order to better understand their uses over time, in addition to the various symbolic representations, considering the aspects socio-cultural related to material and intangible heritage. Considering especially the period that spans from the operation of the old CINTRA school (Centro Integrado Rio Anil) to the IEMA school, we highlight the importance of the school as an institution for preserving the history of our city as a local heritage of memory for the community as a whole: teachers; students who graduated there (and still studied there); collaborators; communities in the Anil neighborhood and surrounding areas, etc. To this end, the methodology used was a triangulation of methods containing: a) a review of scientific literature; b) historical documentary analysis and; c) testimonies from relevant agents. Our time frame (1893-1959- 2019) consists of the importance of the periods investigated, and also because one of the sources is oral history and its subjects participating in society. The theoretical references are the concepts of oral history (Alberti, 1996), place of memory (Nora, 1993), collective memory (Halbwachs, 2006), memory and culture (Le Goff, 1999), memory and identity (Pollak, 1989).
Keywords: memories; identity; place of memory; Rio Anil Textile Factory; CINTRA; IEMA Rio Anil.
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RAIMUNDA DE JESUS MATOS SILVA
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Memories of the struggle for land in the Palmeiral-Vietnã Settlement in Esperantinópolis-MA: Textbook Teaching History and Rural Education
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Orientador : VIVIANE DE OLIVEIRA BARBOSA
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Data: 23/04/2024
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The struggle for land is a historical reality in the Brazilian context and, in Maranhão, the Sarney Land Law (No. 2,979, of July 17, 1969) intensified land conflicts in the state by guaranteeing large amounts of land to companies and farmers, leaving rural workers without working conditions, which is why they began to organize themselves in favor of the struggle for land. Part of this history is forgotten because history teaching does not cover these facts, especially in the voice of rural workers. In the face of the educational project made available to peasants, "the educational leftovers", Rural Education was born, concerned with the political formation of peasants as a class and subjects of rights, an education that aims to meet the collective interests of the class. This research aims to compile and analyze memories of the struggle for land in the Palmeiral-Vietnã Settlement (Esperantinópolis-MA), in order to provide contextualized teaching that is part of the history of the community that houses the school. To this end, a textbook was created that articulates the assumptions of History Teaching and Countryside Education, aimed at the 9th grade of the Jefferson Moreira Municipal School, which can be used in other countryside schools. From a methodological point of view, the research is diagnostic, exploratory and explanatory, with observations made at the school and interviews conducted using oral history. Despite the fact that the settlement being researched has a lack of continuity in terms of Rural Education, this educational paradigm, combined with History Teaching, corresponds to a possibility of building historical knowledge that values the students' identities as rural subjects.
Keywords: History Teaching; Countryside Education; Textbook; Struggle for Land; Palmeiral-Vietnã Settlement.
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RICARDO MARQUES DE JESUS
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POLITICAL CULTURE IN THE MEDIEVAL: notions of power in the manuscript Vision of Tundal and poem Divine Comedy and its applicability in History Teaching
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Orientador : ADRIANA MARIA DE SOUZA ZIERER
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Data: 16/04/2024
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The present work seeks to discuss the Political Culture in the Middle Ages, having as main thread the New Political History for analysis and use of the sources Vision of Tundal and Divine Comedy. In order to fulfill this task and still Problematize it with the Teaching of History, we decided to divide the debate into an introduction focused on documents that govern the Teaching of History, as well as Historiographies that exerted and exert influence on textbooks. While the other part is directed to insert the two primary sources in the dimension of the New Political History and Medieval Political Culture. Finally, the third part of this work will analyze the medieval sources and their notions of power. The Vision of Tundal is a narrative that is configured as an imaginary journey and tells the experience of travel to the Afterlife made by a sinful knight. This account was written in 1149 by an Irish monk named Marcus, who lived at the time of the 12th century Papal Reformation. The Divine Comedy is a poem dating from the first two decades of the 14th century, in which the fictional journey of Dante is narrated, literary persona of the Florentine Dante Alighieri (1265-1321). The writings in question are loaded with political messages that are exemplified through spaces, characters and dialogues contained in the narratives. In addition, these works were written in the regions of Germania and Italy, spaces that were the scene of intense conflicts and power disputes in the Medieval West between the 12th and 14th centuries.
Keywords: Beyond the grave, Political Culture, Divine Comedy, New Political History, Vision of Tundal.
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VICTOR GABRIEL DE JESUS SANTOS DAVID COSTA
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Applying Cyberlearning in History Teaching Through The Digital Collection of the Araguaia Guerrilla.
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Orientador : MONICA PICCOLO ALMEIDA CHAVES
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Data: 22/04/2024
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The construction of the “Araguaia Guerrilla Digital Archive” website stands out as a very important initiative for problematizing the teaching of a traumatic historical event, yet often neglected in contemporary educational and media spheres: the Araguaia Guerrilla. Between 1972 and 1974, militants from PCdoB and military personnel from the armed forces staged a bloody conflict with tragic ends not only for themselves but also for rural workers living in the conflict zone; an agrarian region that interconnects the states of Maranhão, Pará, and Tocantins. This material aims to meet the pedagogical demands of 9th-grade students, as well as teachers and researchers interested in the topic. Through the digitalization and provision of related resources, the project seeks to establish a connection between the traditional approach to history teaching and the current demands for digital tools. By grounding itself in guidelines such as the National Common Curricular Base and the Maranhense Territory Curriculum Document, and in Digital Education Policies, as well as using sources like the newspaper “A Classe Operária” and the “Orvil” Project as fundamental research objects, this dissertation proposes a pragmatic and objective work that encompasses both the craft of historiographical making and the pedagogical and civic practice in the contemporary context. The focus is not only on the provision of documents but also on the critical analysis of the discourses and languages used to interpret the events of the Araguaia Guerrilla. This research, aligned with the principles of Historical-Critical Pedagogy and Cyberlearning, argues that the Digital Archive not only enhances the pedagogical experience but also boosts academic production, creating a dynamic digital environment that favors the continuous update and deepening of historical knowledge. In this sense, the integration of the Digital Archive into the academic environment can become a central point for the dynamization of classes in basic education, future conferences, publications, and the formation of research groups dedicated to the study of the Araguaia Guerrilla, promoting a virtuous cycle of innovation and historiographical investigation with the pedagogical practice of History Teaching.
Keywords: History Teaching, Araguaia Guerrilla, Cyberlearning, Araguaia Guerrilla Digital Archive.
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VICTÓRIA KARINE MATTOS DOS SANTOS
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WRITING, INTERSECTIONALITY AND HISTORY TEACHING IN THE WORK OF CONCEIÇÃO EVARISTO
Título do Produto Educacional: (Inglês): An(a)thologies: (re)discovering the self
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Orientador : MARCIA MILENA GALDEZ FERREIRA
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Data: 22/08/2024
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In this work we will talk about the experiences of black women in the books Becos da Memória (2006) and Olhos D’água (2016), by author Conceição Evaristo, in an intersectional approach. From cultural history, we will discuss the relevance of literature in teaching History in basic education, understanding the novel and selected short stories as valuable language instruments to be worked on in the classroom, as well as our educational product, a book which tells the story of a black protagonist at various stages of life, from childhood to adulthood, with an emphasis on the period of adolescence.
Keywords: Conceição Evaristo, Becos da Memória, Olhos d’água, Intersectionality, Black- female literature
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WILSON PINHEIRO ARAUJO NETO
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PARODYING THE BUSINESS-MILITARY DICTATORSHIP IN MARANHÃO: Rethinking pedagogical practices through Musical Education and the Press (1964 - 1979)
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Orientador : MONICA PICCOLO ALMEIDA CHAVES
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Data: 15/05/2024
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This research aims to streamline classes about the business-military dictatorship in Maranhão using music as a possible language for teaching History in Basic Education. Based on them printed material from Jornal Pequeno, we will present the role of the press in the context of the exceptional regime from April 1, 1964 until 1979, the period in which institutional acts that changed the dynamics of repression during the dictatorial period were in force, presenting the position politician from Jornal Pequeno. By presenting a historiographical discussion on topics such as coups and the actions of repression devices, we will create an educational product that dialogues in a playful way with a topic so dear to Brazilian history and its specificities in Maranhão, analyzing Jornal Pequeno and using musical education to transmit historical knowledge without losing the historian's attentive look at the issues that are fundamental to historical making. Parodies, reading with rhythms, use of new technologies and a readjustment of those that are already available, will make this work an important tool for Basic Education teachers and will also serve as teaching material for students who wish to deepen their studie on the corporate-military dictatorship in Maranhão through music, without distancing itself from the historian’s precepts.
Keywords: Teaching History Dictatorship, Maranhão, Jornal Pequeno, Music.
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