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ALDO TAVARES RIBEIRO
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RAILROAD SÃO LUIS – TERESINA AND THE CITY OF CODÓ: history and memory from the 1800s to the 1940s.
THE TRAIN AND THE CITY: History and memory Of the são luis– teresina railroad and the city of codó (ma).
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Data: Jul 26, 2021
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This study aims to analyze how the first railroads in Maranhão territory were constituted since the first projects and plans, realizing the relevance that the first constructed sections had: the railways of Engenho São Pedro, in the city of Pindaré, and the road from Caxias railroad to São José das Cajazeiras, linking the city of Caxias to the old town of Flores, current municipality of Timom. Pioneers, these railways projected space and technical and geographic conditions to think about, and to project the current São Luís-Teresina railroad, establishing relationships with several cities that received their services, among which, the city of Codó. The time frame of the research ranges from the late 1800s to the 1940s, when the railroad most contributed to the development of the entire eastern region of Maranhão, between the municipalities, towns and villages that were on its route. Like other cities in the interior of the state, Codó emerged from the cotton economy and with the installation of the industrial park, it had good acceptance in the commercial squares in the cities towards the capital. In order to carry out this work, we dialogued with several authors who directly or indirectly approach the research theme, such as Camelo Filho (2000), José Cechin (1978), Jeronimo de Viveiros (1992), Pacheco Filho (2016), as well as using it as a source. historical periodicals, Monitor Codoense (1895), Correio do Codó (1914, 1915 and 1917), O Coroatá (1915), Gazeta de Caxias (1918), The school of Caxias (1928) and Gazeta de Flores (1932). Government messages and reports were also analyzed, as well as a summary of meetings of the companies contracted for the construction of the railway, chronicles written by people from Codoense about the railway, oral and memorial sources.
Keywords: History Teaching; Railways; São Luís Teresina Railway; Code.
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ANTONIO MARCOS LEMOS SANTOS
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EDUCATIONAL MODELS OF BEHAVIOR: Fernão Lopes and D. Duarte, Ordenadores da Memória de Avis in the 15th century, and the production of the paradidactic "The Portuguese Medieval and the Avis Revolution”.
THE PORTUGUESE MEDIEVAL AND THE AVIS REVOLUTION.
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Data: Jul 29, 2021
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Literature and History are two forms of world conception, and have long been used to give life to distinct realities, and describe temporal contexts and social aspects. These writing categories were widely used resources after the enthronement of D. João I, (1385-1433), sovereign who, through such narratives was laureated with the epithet of King of Good Memory, that through the Lopesian chronicles type of document that was the embryo of a national history. We observe the construction of a State discourse with pretensions to legitimize the image of the new faction, and to execute this project the kings of this lineage set themselves to writing treatises, as in the case of Leal Conselheiro, which was written by D. Duarte, or delegated this function to others, as in the case of Crónica de D. João I, a narrative of the events that occurred in the wake of the events that led the Master of Avis to the Portuguese throne. We believe that this propagandistic program of moralistic, doctrinal and disciplinary bias, had the purpose of educating through the suggestion of advice aimed at the escape from sins and the pursuit of virtues, in charge of the Loyal Councilor that according to its royal author was configured in "huũ A.B.C. of loyalty. Ca he feicto principalmẽte pra senhores e gẽte de suas casas," where the King-Philosopher dictates restraint and virtuous posture to be followed by the group of secundogênitos that rose to a new social status with the climb to power of D. João. The educational process would also be given by the suggestion of models of social conduct already consolidated, for this device the Chronicle of King John I written by Lopes, in addition to seeking to strengthen the image of the initiator of the dynasty, through a report that is constituted as a praise of his warlike deeds, also tries to make permanent in the collective memory a good image of this group. The chronicler intends his writing to point out models to be reproduced, such as a model of a good king, transubstantiated in the person of the first sovereign of avis, a model of a brave warrior, personified in the image of D. Nuno Álvares Pereira, as well as a good Portuguese who would be all those who were supporters of his cause. That said, our research aims to analyze the aforementioned documentation, to unveil the attempt to institute a standard social model of acting, thinking and feeling, which uses a strong Christian moralistic appeal, in an effort to educate by indicating "the rule of our consciences and wills" and crystallize the memory and forge models anchored in the "firm the clear deeds worthy of great remembrance".
Keywords: History Teaching. Educational Models of Behavior. Medieval Portugal. Paradidactic.
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ARETUSA BRITO RIBEIRO PENHA EVERTON
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INDIGENOUS PEOPLES IN THE HINE OF THE CAPTAINCY OF MARANHÃO: A reading from the "teninfestation" of the Mearim river in the late eighteenth and early nineteenth centuries.
Animation video: "The Roots of Teçá".
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Data: Jul 16, 2021
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This research proposes to analyze the indigenous protagonism in the Mearim stream, based on the expeditions of “dezinfestations” mentioned in primary sources of the Public Archive of the State of Maranhão and military travel reports. To do so, we started from the New Indigenous History approach looking for a Social History of relations and conflicts between indigenous people, residents, colonial authorities that took place in the backlands of the Captaincy of Maranhão in the late 18th and early 19th centuries. In addition to an analysis of the role of the church in the colonization of the hinterland of Maranhão, its actions in dealing with the indigenous people and in relations with other segments of that colonial society, as well as a look at the military and their functions in the hinterland, showing that beyond security , many other activities were performed by this segment and how was their dealings with the indigenous people during the expansion of the boundaries of the Captaincy of Maranhão. An analysis of “decinfestation” and resistance in the Mearim stream, problematizing indigenous action in the context of colonial society in order to identify in the analyzed sources its protagonist presence, even if indirectly or sometimes present in a generalist way. We also present a brief description of the pedagogical product under construction and its stage of development, tests carried out and actions to be carried out to complete it.
Keywords: History Teaching; Indigenous History; "dezinfestação" in the sertão; Mearim River.
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CARLA MILENA MIRANDA CARVALHO
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THE AFRO-BRAZILIAN CULTURE GOES TO THE SCHOOL: valorization of African legacy at the Centro de Ensino Nazaré Ramos.
AFROGONZAGUENSE CULTURAL HERITAGE.
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Data: Jul 29, 2021
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The stories told in the textbooks remain with a Eurocentric nature, despite the law 10.639/03, since one decade ago, the obligation and importance of the Afro-Brazilian History and Culture approach. The neglect of these norms in the educational field is persistent and, in large measure, this is relationated with prejudices and stigmas in relation to black people. And the still slow changing in the curriculum and content worked on the main teaching material used by teachers. In this way, this work will present general data on the debates of the authors who discuss the History curriculum in Brazil since Pedro II school until recently. In addition, we analyzed textbooks approved in the last PNLD (2018), as well as those adopted at the Centro de Ensino Nazaré Ramos in order to promote a diagnosis of the contents included in these materials. From this perspective, the didactic material worked at school was observed, in order to understand the themes and contents that could possibly be worked on in the classroom related to AfroBrazilian history and culture. In a second stage, we also intend to observe the teaching methodologies applied in the classroom by the history teachers of this school, verifying to what extent they would work with the valorization of the African legacy. in order to promote a pedagogical view, with actions that make the teaching of Afro-Brazilian History and Culture viable, in order to contribute to the formation process, affirmation of the African heritage and the construction of historical awareness among students, we intend to elaborate, as a pedagogical resource, an educational booklet that values the experiences of the AfroBrazilian population of São Luís Gonzaga do Maranhão, highlighting the African reminiscences found in quilombola communities in the municipality.
Keywords: Teaching History; Afro-Brasilian History and Culture; Nazaré Ramos Educational Center (São Luís Gonzaga do Maranhão); Educational Booklet.
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EDILENE REIS PEREIRA
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HISTORY TEACHING IN HIGH SCHOOL: pedagogical practice of teachers through the interdisciplinary approach.
THE PORTUGUESE COURT IN BRAZIL: possibilities of teaching through an interdisciplinary approach.
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Data: May 28, 2021
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This study is based on the idea of analyzing how history can be developed through a teaching-learning relationship that establishes dialogue between different disciplines, that is, prioritizing an interdisciplinary perspective. The research has as general objective to understand the interdisciplinarity in the Teaching of History, promoting a theoretical and practical approach directed to a contextualized learning and necessary to the social, educational and cultural life of the student, with a view to the elaboration of an educational product destined to History teachers. . More specifically, the research aims to develop a discussion on interdisciplinary processes and their elements of integrality with the disciplines that make up the school curriculum; to verify if there is, among the researched teachers, knowledge accessible to interdisciplinary teaching; elaborate a script of pedagogical workshops in the light of the diagnosis made with the teachers and; detail the results obtained through analyzes of the collected data, considering the personal and professional profile of the researched universe and the conception it has about the interdisciplinarity and transversality of themes in History Teaching. The collection was carried out using a questionnaire in a virtual format. As for the methodological path, it is classified as descriptive and exploratory, of a qualitative nature. Descriptive, for interpreting and analyzing information from authors who study the relationships and meanings of the elements that make up the interdisciplinary process in the student environment. Exploratory, for familiarizing the researcher and his object through surveys that deepen the investigative look in order to understand and present satisfactory analyzes according to the understanding of the participating subjects. Regarding field research, the institution chosen was the Professor Barjonas Lobão Educational Center (CEPBL), located at Rua Oito, S / N, Cohatrac III neighborhood, urban area of São Luís / MA. Five History teachers from the 2nd grade of High School were chosen and analyzed, four with a background in History and one in Social Work, all linked to the Maranhão State Education Network. The results indicate that teachers conceive interdisciplinarity as a dynamic process that categorizes different ways of breaking with traditional teaching, but some find it difficult to carry out interdisciplinary classes with regard to work, planning, the relationship of schedules, the exchange of information. ideas and information with the other professors, in the articulation of interdisciplinary projects, among other ways that make the teaching action unfeasible under the interdisciplinary bias.
Keywords: History teaching. Interdisciplinarity. High school. Pedagogical Practice.
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IVINA DE FÁTIMA MOTA MORAES COSTA
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GENDER AND VIOLENCE: an analysis of domestic violence against women and Institutional Protection Networks in São Luís/MA.
Site: RECORDING OF 06 (six) PODCASTS: PATHS TO COMBAT AND CONFRONT DOMESTIC VIOLENCE.
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Data: Aug 2, 2021
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This dissertation is developed within the scope of the Master of History of the State University of Maranhão - UEMA. The object of the investigation covers the institutions, which are part of the Protection Networks, which serve victims of domestic violence in the municipality of São Luís - MA, with emphasis on the Brazilian Women's House. The interest in the research is justified, first, by the perception of the increased dissemination of cases of domestic violence against women and feminicides, being in this context necessary to understand the occurrences of domestic violence and their representations, besides explaining the impacts of the Maria da Penha Law on combating domestic violence in the Ludovic capital. The main objective of this research is to analyze domestic violence against women and institutional protection networks in São Luís - MA. Specific objectives are defined: contextualizing gender violence and the different forms of violence against women, considering their origins, causes and social determinants; discuss the laws to protect women in situations of gender violence and identify the actions of the institutions that are part of the Existing Protection Networks in the municipality of São Luís - MA. Thus, the study collaborates with the reflection on the current policy of protection of women, in view of the increased dissemination of cases of feminicides and domestic violence, in addition to informing about the existence of the Protection Networks that assist women victims of domestic violence, as well as the punishments suffered by the aggressors. For this purpose, the methodology used was the quantitative-qualitative analysis research, classified as descriptive, using the method of bibliographic analysis, documentary and oral history. As research instruments, interview scripts were used to collect data from representatives of the institutions that make the network to confront violence against women. The final product of the research to be presented for the conclusion of the Professional Master 's - PPGHIST[1]UEMA was of a pedagogical nature, consisting of Podscasts entitled "Caminhos para combater e enfrentar a Violência Doméstica", which had as content interviews /narration with representatives of the Protection Networks in São Luís, who reported their experiences in providing services to women victims of violence, in particular, the Brazilian Women's House.
Keywords: History teaching. Violence. Woman. Podcast.
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JOÃO VITOR NATALI DE CAMPOS
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VIVA EL REI DOM SEBASTIÃO!: An analysis of the sebastianist phenomenon in Romance d’a Pedra do Reino e o Príncipe do sangue vai-e-volta, by Ariano Suassuna.
THE SEBASTIANISM AND THR HISTORY TEACHING.
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Data: Jul 23, 2021
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The present work aims to discuss how constructions were carried out for the formation of Sebastianism and an analysis of the work of the Paraiban writer Ariano Suassuna in A Pedra do Reino and the Principe do sangue vai e volta . Since the 16th century, religious manifestations regarding Dom Sebastião were considered as a king chosen by God who would bring years of prosperity to his people. After of his disappearance in 1578, permanence began to cause a future cause, that one day the desired would return as a messiah to save those who are faithful to him. Thus, this collection expanded in political and religious purposes, believing that Dom Sebastião would be the solution for these objectives. The intention of this work is elaborate a didactic material about sebastianism directed to high school students, with the intention of elaborating a deeper historical discussion about this religious phenomenon that progressing through the centuries and the idea of using the work of Ariano Suassuna it would be a way of presenting sebastianism in a literary aspect, in addition to showing the vision of this phenomenon in a fictional bias, it would also be creating a dialogue between history and literature to show the possibility of discussing history other materials that may be relevant to the historiographical field.
Keyboards: History Teaching; Literature; Sebastianism; Ariano Suassuna; Dom Sebastião.
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JOSIEUDER SILVA PEREIRA
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LINKED POLICIES: Neoliberalism, School Culture, History Teaching and approximation of academic and school knowledge through the paradidactic "A History that “Worth" to Learn".
A HISTORY THAT "WORTH" TO LEARN".
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Data: Aug 11, 2021
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This work proposes to analyze, at first, the historical trajectory of neoliberalism, covering the paradigmatic cases in which the defense of neoliberal assumptions, such as the reduction of public spending, privatization and social precariousness, are transformed into objectives unquestionable aspects of the government's agenda. After this initial moment, in which an important space was set aside for the analysis of Roseana Sarney's government (1995-1998), in dialogue with historiography and with central issues in the teaching of History and School Culture with an emphasis on curriculum documents, BNCC that includes all that cover Brazilian basic education and the DCTM covering basic education in Maranhão territory based on the BNCC. Also in line with the possible uses of the Textbook, the textbook of the ninth year most adopted in schools in the Basic Education Network in Brazil will be analyzed, with a view to understanding how the issues present in the analyzes on neoliberalism are covered by the textbook and, thus, map how neoliberalism is worked in history classes. Finally, using historiography and newspapers from Maranhão State and Jornal Pequeno, a paradidactic program will be built for ninth grade students, entitled "A History that is "worth learning", with the aim of bringing together academic knowledge and school knowledge, in addition to incorporating documentary sources, such as the press, into History classes, capable of enhancing the teaching of such a central theme, such as neoliberalism, taking as an example the privatization of Vale do Rio Doce Company.
Keywords: History Teaching, School Culture, Textbook and Neoliberalism.
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LEOSAN SAMPAIO PASSOS
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Critical Cartography in the Teaching of History: a pedagogical perspective for the classroom - using maps of the War with Paraguay in textbooks.
Script for using a map in the classroom: Mato Grosso as a stage for the conflict of the War against Paraguay (1864-1870).
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Data: Jul 29, 2021
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This dissertation-product approaches the teaching of History from the perspective of Critical Cartography, mapography thought of as a visual text that can be read and which, therefore, carries a discourse within itself. Thus, it understands maps beyond spatial information, extracting from them political, social and economic informations. Therefore, it takes the War against Paraguay (1864-1870) as its guiding thread, with special attention to the Mato Grosso region, in dialogue with the questions that guide the teaching of history and the historiographical debate on the subject, bringing them together. Finally, it presents a pedagogical product as a result of the analysis undertaken, in the form of a script for reading historical maps about the War against Paraguay.
Keywords: History Teaching - Historiography - Cartography - Textbooks.
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LINDALVA DOS SANTOS CORRÊA
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ENGENHO CENTRAL DE PINDARÉ: memory and heritage education.
ENGENHO DE ANZOL PEQUENO: place of memory and heritage education.
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Data: Jul 22, 2021
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Developing works that cover the theme of memory, requires interaction and meaning for those involved, in the field of History Teaching, there is an opening to work and suggest Heritage Education, as a methodological possibility for teaching, methodologies like this, they are fundamental for the construction of the individual's social identity, as they enable the perception of him as a subject and agent of History by identifying the relationships of different spaces. It is important to know your own roots, so that links between the individual and their legacy are strengthened, which lies in the fact that the greater the knowledge of oneself and of their past (individual and group), the greater the feeling of belonging from man to his environment and, consequently, stronger is his personality. “ENGENHO CENTRAL DE PINDARÉ: memory and heritage education” aims to present the relevance of Engenho Central as a place of memory located in the municipality of Pindaré-Mirim and its heritage process for teaching heritage education. It is characterized as a qualitative approach, developed through a field study, with observation of the material culture represented in the architecture of Engenho Central. It is also guided by reflections raised during the observation period and local manifestations in favor of the revitalization of the Engenho. The theoretical basis is organized in approaches based on collective memory, history teaching and heritage education with an emphasis on the challenges and perspectives, also, of Heritage Education and basic guiding concepts for its practice. In addition to the dissertation, as a result of this research and in a pioneering phase, an educational product was made with the main objective of proposing guidelines to elementary school teachers, level II, in order to encourage students to favorably expand the perception of Cultural Heritage , having as object of investigation the Architectural and Cultural Complex-Engenho Central de Pindaré, in the perspective of Heritage Education as a methodological possibility for the Teaching of History and an interdisciplinary dialogue with other areas of knowledge, also understood as a propitious instrument to be explored in the construction of historical knowledge and dissemination of historiography from Maranhão.
Keywords: History Teaching, Central Engenho Pindaré, Memory, Heritage Education.
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MARCOS TADEU NASCIMENTO DA SILVA
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PATRIMONIAL EDUCATION: Archeology as a transversal tool for teaching the Ancient History of Upaon Açú (São Luís - MA).
The Ancient History of UPAON AÇU in the “Upaon Açu” by master Humberto de Maracanã.
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Data: Jul 15, 2021
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This work addresses heritage education from the perspective of archaeological heritage as a transversal tool for teaching the Ancient History of Upaon-Açú (São Luís / MA) and the Amazon rainforest. Highlights heritage education as an important auxiliary tool for history teachers in organizing teaching from the local context, developing cognitive skills. It describes certain aspects of the studies on the ethnohistory of indigenous peoples originating in America and their long duration. It points to archeography as a pedagogical mechanism that makes it possible to discover the ancient ethnohistory of São Luís-ma, since it made it possible to identify different cultural horizons that occupied São Luís Island, from 6,600 years before the present until the period of contact with Europeans, at the beginning 17th century. It presents an educational program with a decolonial critical view in relation to ethnocentrism, the construction of inequalities and the lack of protagonism of agents who are usually excluded from historical narratives or inserted in the prejudiced conception of “prehistory” and therefore “pre -humanities ”. It concludes that the socialization of a broad historical knowledge can contribute to the humanist struggle against social inequalities, racism, machismo and ethnocentrism in the Brazilian educational context.
Keywords: Ancient history teaching, Archeology, Heritage Education.
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MARCOS VINICIUS FERREIRA TRINDADE
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AUTOBIOGRAPHIC NOVELS AND STATE TERROR IN BRAZIL: reflections and proposals for approaches to literary texts in History classes.
Educational Product: HISTORY, LITERATURE AND MEMORIES OF RESISTANCE IN THE CLASSROOM: proposals for approaches to autobiographical texts in primary education.
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Data: Sep 24, 2021
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In this work we analyze the use of literature as a historical source and its approach in the History of Basic Education classes. The literary works In slow motion (1977), by Renato Tapajós and What is that, companion? (1979) by Fernando Gabeira are the primary sources of this study. From them, we seek to demonstrate and propose ways to approach the systematic and violent repression triggered by the Brazilian Corporate-Military Dictatorship (1964-1985) and the processes of political and cultural resistance organized by the victims of State terror. From a theoretical-methodological point of view, our proposal explores the relationship between History and Literature and their contributions to the construction of historical knowledge in Basic Education, operating at the interface of individual and collective memories provided by the autobiographical character of the works. Finally, we present the paradidactic HISTORY, LITERATURE AND MEMORIES OF RESISTANCE IN THE CLASSROOM: proposals for approaches to autobiographical texts in basic education, aimed at History teachers in the 9th grade of Elementary School.
Keywords: Teaching History. History and Literature. Autobiographical novels. State Terror. Cultural Resistance.
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MARISTELA SENA DOS SANTOS
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LETTER EXCHANGE BETWEEN HANNAH ARENDT E MARY MCCARTHY: Impressions of two women on their own time.
WRITING PAPER- messages from Hannah and Mary.
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Data: Jul 26, 2021
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Literature is an expanded field of interdisciplinary dialogue with history and produces its own space, where creation and conflict can fit. The content of the correspondence exchanged between Hannah Arendt and Mary McCarthy, gathered in the book Between Friends - The correspondence of Hannah Arendt and Mary McCarthy (1949-1975), organized and edited by Carol Brightman, is the object of this study. Arendt and McCarthy narrate in their text-letters the main events of the 20th century, as well as events related to their personal and professional lives. They use correspondence to report actions and produce their thoughts. They speak as witnesses about the social dynamics of the time, which sharpens their perception of the political-cultural environment in which they established themselves as writers. Events such as the Cold War, Student Demonstrations, Vietnam War, Fight against Racism, are some of the subjects covered in these letters that enable the work Entre Amigas as content to be used in History classes in High School based on the dialogue with Literature. For this, the research offers a pedagogical product, aimed at high school teachers and students, in the form of a Manual with entries of pointed events and reports of the influence and relationship that the authors had with them, in addition to activities that can be used in an interdisciplinary perspective in History, Portuguese Language, Literature, English and Art classes.
Keywords: History teaching. Epistolary literature. Pedagogical product.
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PATRÍCIA SILVA SANTOS
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THE BALLAIADA MEMORIAL SCHOOL MUSEUM AND THE TEACHING OF HISTORY: Identities, local history and formation of historical consciences in Caxias/MA.
NARRATIVES OF THE MEMORIAL DA BALAIADA- Educational Guide.
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Data: Jul 27, 2021
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The main objective of the present work is the presentation of an educational guide resulting from the problematization of the limits and potentialities of the construction of historical narratives for the formation of consciousness and identities, having as an empirical an empirical space of observation the practical experiences of the Balaiada Memorial and the production of local historical knowledge in the city of Caxias, Maranhão. Thus, by exploring the history, the practical experiences and the subjective evaluations of institutional actors, it was possible to create the basis for the proposition of a didactic[1]pedagogical product, directed to visitors, students and teachers who access the Balaiada Memorial, with the intention of promoting reflections and actions concerning the role of historical knowledge and its social place in contemporaneity. The main theoretical bases of the work are based on the recent discussion about the production of historical knowledge and its role in the formation of identities, narratives, and social memories. To this end, the research resorts to various methodological strategies, such as: analysis of institutional documents, ethnographic description, exploration of actions, and interviews with institutional actors belonging to the universe in question. The reflection on the modes of public representation of identities and social memories produced by the Balaiada Memorial, through its narratives, constitutes an effective way of problematizing experiences, redefining didactic strategies for the teaching of local history and producing new pedagogical models that reposition the place of the historian and the importance of the formation of critical historical consciousness in the contemporary world.
Keywords: History Teaching; Educational Guide; Local History; Museum; Historical Consciousness.
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PAULO LEANDRO DA COSTA MORAES MENDES
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BUSINESS-MILITARY DICTATORSHIP IN MARANHÃO AND EDUCATION: The Historical-Biographical Dictionary as a Pedagogical Tool.
Educational Product: HISTORICAL-BIOGRAPHICAL DICTIONARY OF THE MILITARY BUSINESS DICTATORSHIP IN MARANHÃO.
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Data: Aug 23, 2021
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There is a growing number of works that seek to emphasize the importance of regional / local history in the teaching of history. On the other hand, the diversification of historiographical production in Maranhão and specifically in the Military-Business Dictatorship has not significantly affected history classes in basic education. Therefore, the objective of the present work is to relate the “national” historiographical productions about the 1964 coup and the structuring of a state committed to the interests of the associated national and multinational capitals, and their interpretations, with the regional productions, highlighting approximations and distances, aiming, with this, the production of a dictionary with concepts, historical information and biographies that can subsidize the classes of the 9th year of elementary school, that serves as a tool for the history classes of Maranhão, and that allows the integration between the basic curriculum and the history of the state.
Keywords: History teaching. Business-military dictatorship. Regional History. Maranhão.
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RENATA DE JESUS ARAGÃO MENDES
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FEMALE EDUCATIONAL MODELS AND COUNTERMODELS AT GIL VICENTE'S THEATER: potentialities of literature in gender discussion in teaching of Medieval History.
CURIOUS X DEMURE IN GIL VICENTE: women and their education in the late medieval times.
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Data: Jul 29, 2021
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The discussion on gender issues in the teaching of History provides the understanding of the historicity of the conceptions about male and female in a given society. This research has the goal to analyze Gil Vicente and his gender discourses in the elaboration of educational models and conter-models for women in Portugal (15th-16th centuries). In this context, much was discussed about female education and its purpose within court nobility. Gil Vicente, as the artist in the courts of kings Manuel I, John III, and Queen Leonor, also addressed this topic in his plays. For that matter,in our qualitative research, we chose to favor the analyzes of the written texts of Gil Vicente's Copilaçam of 1562, from the articulation of two thematic units: female education and gender. About women's education, it was approached the topics of vices, virtues, mother's role, spaces of education, marriage relations, among others. The gender perspective, discussed by Joan Scott and Judith Butler, as well as the discourse analysis according to Foucault, were applied. We sought to identify which virtues were considered adequate in the construction of educational models, just as, the tactics of resistance to education by the female characters, who were depicted as educational conter-models. Finally, it was developed an educational material, aimed at the 1º year of "Ensino Médio" (High School), seeking to articulate the discussion between the History of Medieval Women and the issues of Gender Relations, due to its enriching aspect to the History teaching.
Keywords: History Teaching; Gender; Gil Vicente. Female Education. Educational Book.
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TEREZINHA MARIA BOGÉA GUSMÃO
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CONTINUOUS TEACHERS OF HISTORY OF ELEMENTARY EDUCATION IN ARARI-MA.
Site FormationHist.
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Data: Jul 27, 2021
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This work is about the continuing education of History teachers, apprehended from a specific professional and spatial perspective: Elementary School Final Years, in the municipality of Arari, Maranhão. Therefore, it is guided by four points of reflection: 1) Does the continuing education received by History teachers in elementary school in Arari meet their real needs? 2) How do Arari History teachers react to the need to use technology in their teaching practice? 3) What are the social, psychological and material conditions of these teachers? 4) What educational product could help the elementary school teacher in Arari to have a continuing education in order to better enable a training process, which would also add new technologies? As a path, it initially explores continuing education in History in a historical perspective, with an emphasis on the legal basis and the historiographical debate on the subject; then, it proposes a cartography of the universe of professors who composed the research, under different aspects; finally, it proposes as an educational product a site called FormaçãoHist, with the intention of contributing to the process of continuing education for this teacher.
Keywords: History teaching. Ongoing training. Arari. Maranhão.
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