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.

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.

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.

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.

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.

Although the myth of the total extinction of the Indigenous of Piauí has been propagated even by Piauí's own historiography, a lot of peoples come breaking the silence and starting to express and claim their identities, one of the examples are the Tabajara and Tapuio from Nazaré, that lived in the country side of Lagoa de São Francisco’s county states of Piauí. In view of the historical and cultural silencing experienced by these peoples, the knowledge about their history and culture appeared in themselves the need for recognition as historical subjects, organizing themselves in a process of self-affirmation through the claim of their indigenous identities. Coming from a recent process of ethnogenesis consolidated in 2015, the indigenous of Nazaré need looking for ways to fortify their history and culture. This way the school that serves the community appears as a possible locus of historical-cultural resistance, demanding the need for a process of historical reparation, since the image attributed to these peoples who once entered the schools of that country had a strong colonialist bias, and there are still many traces. In this way the present research search for analyze the constitution of the history and culture of the peoples Tabajara and Tapuio Itamaraty from Nazaré as a possibility of re-signification of school knowledge at Escola Municipal Professor José Raimundo Pereira, an institution that serves the community. The accomplishment of this study is guided by means of a bibliographical research by descriptive character of qualitative design, based on works and recent studies about the subject, including legislation that take into account these issues, constituting itself also through a field study, which is of a descriptive nature. In parallel with this research, the educational product named “The resound of the voices that broke the silence: historical and cultural aspects of the indigenous peoples Tabajara and Tapuio from Nazaré”, this is being a didactic-pedagogical manual that looks for contemplate the historical, geographical, art and culture aspects, linguistic rescue, as well as the rituals of the Tabajara and Tapuio Itamaraty peoples, and each theme is being approached in a chapter of the production. It is understood that nowadays there is a consolidated legislation that ensures that indigenous history and culture enter at schools, also understanding the possibilities of adapting the curriculum as a reference, a direction for institutions with regard to the theme. Finally, the resignification of school knowledge presupposes that the school contemplates more effectively the context which it is inserted, thus constituting itself as a possible space for the realization of the rights achieved and for the materialization of what is being proposed in the curriculum.

Keywords: History teaching. History and culture. Indigenous people. School knowledge.

The present work consists of an analysis on the approach of gender relations, as an axis of the transversal theme sexual orientation, in history classes, of high school, in São Luís - MA, which aims to problematize gender identities based on heteronormativity. and how such issues have been mediated in the classroom. To this end, a bibliographic survey was and is being carried out to expand the theoretical debate, as well as questionnaires and interviews with history teachers and managers of the State Institute of Education, Science and Technology of Maranhão - IEMA, located in the Anil neighborhood. The result of this work will be a website, aimed at teachers of the discipline, in order to provide materials and lesson plans that facilitate the approach to gender.

Keywords: History teaching. Gender Relations. Education. Transversal Themes. Teacher training. Didatic books.

This study aims to analyze how historical awareness can be developed through the Teaching of African History, that is, prioritizing an interdisciplinary perspective that addresses the conceptions of time and history for Africans. In this way, it is intended to connect both Philosophy and History to African Studies. It is considered that African thought is born in permanent confrontation and dialogue with the so-called Western thought. Thus, in the present work, which consists of an exploratory research, mainly of bibliographic and documentary character, in the first place, a reflection is made on how time and history have been defined in the West, in their connection with the construction of the other. , especially, of the other African and the other black; evidencing the temporal and spatial character of Western philosophy and thought, it discusses the possibility of other epistemologies and gnosiologies that present descriptive and explanatory formulations about Africa, black and African.

Keywords: History Teaching. Africa. Time. Historical awareness.

The present work deals with the performance of the Santa Casa de Misericórdia (SCM) of São Luís do Maranhão, between 1652 and 1750, an Institution of the Portuguese Corroa that promoted welfare policies for the valorization of charity and practices and customs throughout the Overseas Empire. Established by the efforts of the inhabitants of the land and incentives from the Portuguese Crown, the SCM, in addition to administering fundamental services within urban spaces, was one of the mainstays of local authorities. The guiding problem of the research is: how did the political, social and cultural structures of the Portuguese empire determine and maintain the installation, performance, expansion of the Santas Casas de Misericórdias in overseas lands and how did this institution drive welfare policy in the local elite? The main objective of this work is to present the SCM to think about the political, administrative, cultural and social practices of the colonial period in Brazil and Maranhão and, through this Institution, to assist teachers and students of the Final Years of Elementary School in the teaching/study of History. from colonial Maranhão to know and understand the logic of organization of that society. In this sense, we start from the normative texts that organize teaching such as the Base Nacional Comum Curricula (BNCC) and the Documento Curricular do Território Maranhense (DCTMA) until we reach the proposal for the elaboration of a pedagogical product that can be used in the final years of Elementary School. . From a methodological point of view, we investigated the digital collection of the Arquivo Histórico Ultramarino (AHU), in addition to correlated documents produced by the communication between the brothers of Santa Casa de Misericórdia de São Luís and authorities of the Kingdom.

Keywords: History teaching.. Assistance Policy.. Colonial Maranhão. Holy House of Mercy.

This research presents and discusses the contributions of the use of photography through a didactic-methodological procedure for the teaching of the local history of Barra do Corda/MA, exemplified its application through the church-monument in the condition of place of memory of the conflict of Alto Alegre occurred in 1901. The study proposes to reflect on the ways that local history is manifested through photography as a historical source of information in an approach that obeys the particularities of the locality, instituting the informative capacity of the photographic document so capillary in modernity. Such understandings are fundamental for valuing memory and spaces that form a cultural and social identity that History as a school subject can effectively offer, in order to situate the student in his reality and in his place of coexistence. Furthermore, it seeks to encourage an active and dynamic learning methodology, using public and private imagery files that characterize social and historical aspects of the locality in which the students are inserted. The theoreticalmethodological approach regarding imagery sources was contributed by several authors, such as: Mauad (1996), Kossoy (2007), Molina (2007), Belting (2014), Schwarcz (2014), among others. In addition, the authors Brandes (1994), Everton (2016), Carvalho (2017), Sarmento (2018), Silva (2020), Everton (2021), provided important discussions regarding the historical-cultural context in the formation of the municipality of Rope Bar. As an educational product/process, a digital guidebook was prepared with the didactic-methodological procedures in the use of photographic documents to guide the educational activity of the history teacher in basic education.

Keywords: History teaching, Local History; Memory; Photographs; Barra do Corda/MA.

This study aims to analyze and promote the relationship between Neuroscience, teacher education and the teaching and learning process of the History discipline, with History teachers from the third stage of Basic Education in schools in the city of Pinheiro Ma. to identify necessary knowledge in relation to neuroscience in the formation of History teachers so that one can understand human development in the teaching and learning process, in addition to pointing out the contribution of Neuroscience to the formation of these teachers. It will also be necessary to identify and analyze possible courses, short courses and subjects taught in undergraduate courses in Brazil on Neuroscience focused on teacher training, with a view to proposing, implementing and evaluating a 60-hour refresher course on Neuroscience applied to Teaching and History Didactics. The present work will be carried out through bibliographical and field research using mixed method, where the approach will be qualitative and quantitative with application of questionnaires and interviews with an average of 100 people involving History teachers of the third stage of Basic Education in CEE D schools Ungarelli, CEE-José de Anchieta, Colégio Pinheirense and Fundação Bradesco and academics from UFMA public universities in the municipality of Pinheiro Ma. . The semi-structured interview combines closed and open questions and will have twenty questions in which the interviewee will be able to talk about the proposed theme, covering the research objective. After conducting interviews and observation, possible courses, disciplines and short courses taught in Brazil and intended for undergraduate students in History will be analyzed with a view to subsidizing the development, offer and subsequent evaluation of a refresher course in the field of Neuroscience.

Keywords: History Teaching. Teacher training. Neuroscience and Teaching.

This text is an analysis of the “Mapa geográfico da Capitania do Maranhão, que pode servir de Memória sobre a População, Cultura e Coisas mais notáveis da mesma Capitania” (1819) by portuguese military Francisco de Paula Ribeiro. In light of the theoretical references of the New History of Cartography and historiographical studies on the backwoods, and more specifically on the Pastos Bons, it is intended to problematize speeches about the supposed demographic void, which characterized the backcountry areas of the colonial period. This time, it seek to deconstruct the notion that maps are objects free from partiality and that, in fact, are vectors of political discourse. Finally, we propose the development of an educational product in map format that aims to highlight the indigenous populations that inhabited the interior of Maranhão in the nineteenth century.

Keywords: History Teaching; Historical Cartography; Maranhão; Backwoods.

The following master's thesis strives to contribute to the development of basic understandings about respect for differences of opinion, the construction of the “critical self” and openness to cultural multiplicity. In addition, through Connected Stories, visualize the convergences between cultures throughout history. Mesopotamia, Assyria and Babylonia can be a means to achieve a very useful end for the teaching of History and education, especially the fight against Eurocentrism. Eurocentrism is an inconvenient tenant in education that needs to be deeply reviewed and alerted in public schools. Within the research itself, Antiquity, the phenomenon of the deportation of the statue of the Babylonian god Marduk is studied. From the 8th century BC to the 6th century BC. the Assyrian "theft" of Marduk is observed, and years later his return to Babylon. From the violent and strategic convergence between these cultures, we will understand what can be important for us in the now.

Keywords: History Teaching; Deportation; Connected Stories.

Since the 1960s, he has developed his own cinematographic production on the African continent, strongly characterized by its connection with the memories, histories and traditions of Africa in the past and present. Audiovisual resources have aroused the interest of historians as a source of research and as an element of historiographical representation, even contributing to the promotion of a critical teaching of History and to the production of teaching materials. This work proposes to problematize African cinemas as a locus of knowledge about Africa, through the production of a set of educational videos about these cinemas and the main themes they address. Therefore, the research seeks to reflect on the critical and contextualized use of films and videos in History classes. Likewise, we propose an analytical mix in the field of two African cinemas, taking them as a source of decolonial studies, since it recognizes the production of knowledge from Africa and contributes to the decolonization of the Eurocentric curriculum, of fabrics by through. from which films that historically favored Hollywood productions are watched, and minds marked by colonial logic. As an educational product, we present a trilogy of educational videos about African cinematography.

Keywords: Teaching History; African cinemas; audiovisual.

The present work aims to establish a discussion about the approach on Greek Antiquity present in textbooks. For this, the perspective on "Global and Connected History" is used, a perspective that allows the historian to cross the boundaries of historiography, making him better understand the form of interaction between societies and civilizations that is intended to analyze. In addition, it is proposed as a final product, a paradidactic, directed to the teacher, as an aid tool in order to weave a better discussion about the historiographic approach in the classroom focused on the history of antiquity.

Keywords: History teaching. Antiquity. Global and Connected History.

During the Brazilian Military Business Dictatorship, individuals who did not constitute an aesthetic, behavioral and moral standard established by the joint action of the State and a portion of civil society suffered various political and social consequences, in this specific case homosexual people were persecuted, subjugated and marginalized in the social dynamics by the very condition of existing. This debate has been growing over time and mainly consolidated after publications of research and official documents that gave breath to a capillarity of these themes beyond the academic space. In this way, the school space, in addition to being an environment conducive to debate, is the specific specific place for transformation and construction of knowledge, thus making the Teaching of History essential for the elaboration of strategies to expand the aspects of individual freedoms, diversities and democratic rights. That said, this study proposes to think of methodological and critical strategies that are capable of proposing an approach to this theme and boosting the confrontation of prejudice and discrimination in these spaces, using transversal themes from the Teaching of History. That said, to demonstrate this, it will be demonstrated how homosexuality is portrayed in legal regulations, books and educational resources. Assuming that teaching and learning are fundamental in the construction of identities, in the fight against prejudice and in the promotion of individual rights and freedoms, . This research, intends to create a bridge between the production of scientific knowledge and basic education, based not only on the training of students and the learning process, but on the training of the History teacher, whose access to several that through the possibilities of pedagogical resources , the possibilities of approaching these themes are expanded, in addition to allowing and allowing the inclusion and access to new methodological, instrumental and tools for teaching practice that extend beyond the textbook. . As an educational product, notebooks for class-workshops will be built, which aim at the (re)construction of knowledge through the investigation and analysis of historical discourses as the main basis of the teaching-learning process. The Workshop-Class is a way to stimulate the relationship between teacher and student in a more horizontal way, optimizing teaching experiences. It attributes to the student a greater participation in the knowledge construction process, breaking with the only expository class model, leading them to elaborate problems and find practical solutions based on the Teaching of History.

Keywords: History teaching; Military Business Dictatorship, Homosexuality, Diversity; Workshop-class.

Textbooks are places of memory, they are part of school culture and give students a world view and a perspective of history, however, the cultural heritage of certain subjects is still negligible in these teaching materials. Among these subjects are women artists, who did not have the legitimation and dissemination of their productions in spaces that safeguard memory, places still marked by the conception of male artistic genius, with this, it is necessary to reflect and question the androcentric logic. which is still part of these spaces. This logic reveals the way in which the experience and the look of the male subject are identified as experiences of all individuals, in a hegemonic and universalizing way. This crosses the importance given to female intellectuals and the recognition of their experiences, knowledge and memories. Few women managed to enter the History of Art, despite having productions of the most diverse styles, schools and artistic movements, their recognition is minimal. Recognizing these historical differences in the representation of genders means contributing to a critical view of History, identifying the social factors that foster the marginalization of female artistic practice. There is a need for a closer look at female artistic productions, inserting women as an active subject in the creation of art and not just as an object of art. In this sense, the present research aims to analyze the representativeness of female artistic productions in textbooks from the National Textbook Program (PNLD) for the year 2020, as it configures an important segment in the analysis of gender relations in History . For this, the bibliographic methodology was used from the survey of theoretical references and document analysis.

Keywords: History teaching. Women artists. Under-representation. Didatic books.

The present work proposes to deepen the theme, problematizing the different power dispute projects on how the Political Transition can be approached in the classroom, through programmatic content about the Dictatorship and the New Republic. Discussing and addressing political issues in the classroom, it is necessary to debate not only the chosen historical clipping, but to prepare a reflection on current political moments, and thus manage to build critical thinking by students for the action to implement the freedoms of their political rights. Reflecting on the school space as a favorable and fertile context for such discussions, using the Teaching of History as the main channel, in addition to being possible, it is feasible, effective. After all, elucidating the political trajectory of the current democratic regime, through teaching and learning, allows students to develop practical actions that relate to citizenship and rights. I also seek to develop a discussion to enter the analysis of textbooks that address the subject, in order to produce a didactic unit to assist the teacher in the classroom.

Keywords: Teaching of History; Dictatorship; Political Transition; Didatic Unity.

El trabajo trae la propuesta de pensar la enseñanza de la Historia desde conceptos historiográficos y la transmisión del conocimiento bajo la vertiente de nuevos recursos metodológicos como el uso de letras de canciones que posibilitan uma reinterpretación de la vida ccotidiana en la que se insertan los estudiates, como uma acción interacción proactiva entre professor y alumno, participación y mejora en el processo de enseñanza/aprendizaje. La posibilidad de informar sobre temas históricos hasta ahora marginados y llevarlos a la contemporaneidade y para que la facilitación de tecnologias como la música y sus fundamentos audiovisuales puedan favorecer el trabajo del docente en el aula. Este trabajo tiene como objetivo sondear la contextualización histórica de la memoria, la identidade y el contenido de los libro de texto sobre el tema historia y Dictadura en Brasil.

Palabras clave: Enseñanza de la Historia, Dictadura, Letras de canciones.

The present work has as its object of research the analysis of the scenario of the Pentecostal religion from the experiences of the Evangelical Church Assembly of God in Bairro da Liberdade in the city of São Luís, state of Maranhão, which integrates a region of Quilombo Urbano that consists, according to Arruti (2014) in a group whose social structure and ethnic boundaries would be delimited according to their social, cultural and religious practices from a process of black resistance. In this sense, the methodology adopted was the Oral History, with interviews with the leaders of church departments, in order to understand which conceptions about the Quilombola Territory of Freedom that are present in the leadership of this religious institution and that radiate influence over the membership and the operating logic of its surroundings. The Quilombola Urbano da Liberdade Territory was the region chosen for this study due to the effervescence of its culture and religious traditions of African origin and for composing one of the largest urban quilombos in Brazil. In this way, Pentecostalism as a religion that is characterized as proselytizing typifies a project of power in the reality of the Territory, marked by a strong black presence and subalternized subjects in a condition of periphery and social exclusion, and that from the religious discourses that seek to convert and impose a type of culture and behavior, undergo a process of erasing their history and ancestry. In this way, a pedagogical notebook was developed; bringing together the narratives of department leaders of the researched church as a source to discuss the process of religious racism lived there and formulate class scripts aimed at the 3rd year of high school.

Keywords: History teaching; Racism; Orality ; Pentecostalism

The discipline of History, even though it is no longer mandatory, remains in the curricula of regular high school and vocational education institutions across the country and plays a fundamental role. This research seeks to analyze the place occupied by the discipline of History in the political-pedagogical project of the Institute of Education, Science and Technology of Maranhão (IEMA) and intends to evaluate its development in teaching practice at the Full Unit of Coroatá. Our objective is to emphasize the role of the discipline in the training of vocational education students and to propose possibilities for approaches that demonstrate, in practice, the importance of historical knowledge for the training of qualified professionals in different technical areas. At the same time, it is intended to demonstrate how the use of digital technologies can contribute to interesting approaches to historical themes considered fundamental for the technical training of students. The final purpose of the research will be to develop an educational product that serves as a didactic subsidy for IEMA teachers to teach History using digital technologies properly.

Keywords: Teaching History. Vocational Education. Digital technologies.

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.

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.

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.

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.

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.

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.

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.

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.

The present work aims to elaborate a diagnosis on the approach of History Teaching in Latin America in high schools belonging to the state network of Basic Education of São Luís / Maranhão. The place that the History of Latin America occupies within History Teaching and the repercussions of this on the representations, conceptions and visions of Latin America that students assume are questioned. To do so, we will take as a source the school curriculum, specifically the Curricular Guidelines of Maranhão and textbooks adopted in three schools in particular: Centro de Ensino Paulo VI (Colégio Aplication of Maranhão State University), Liceu Maranhense and Centro de Ensino João Lisbon. Our goal is to demonstrate the limits and possibilities for more consistent study of the topic on a more consistent basis. The obtained results made possible the foundation and elaboration of a material destined to the teachers with proposals of didactic sequences based on cinematographic works about the Brazilian, Argentine and Chilean Military Dictatorships, articulated by the perspective of Comparative / Connected History. It is hoped that the material will serve as a parameter for an adequate approach to the History of Latin America, which can serve as a reference in teacher training.

Key words: History Teaching, Latin America, Didactic Sequences.

This work explores the current social representation of the nailers, a typical figure in the city from the 19th century to the 1990s. His performance, language and trading posts, within a scenic construction, stand out as characteristics in the art of selling and persuading. As for the theoretical approach, the research includes the history of the life of the natives and their social function in the local economy, as well as the reasons for the changes in the exercise of this practice in the current context, in addition to presenting concepts related to the teaching of history as memory, identity and local history. The study was based on bibliographical research and field research, as well as on individual interviews with the natives, emblematic characters in the history of informal commerce in São Luís. We found that the profession, although its practice has diminished, has suffered adaptations to the market and still persists with renewed performances and products of the current market. In this context the importance of the profession stands out, their relationship with the population presenting a significant transformation in terms and meanings on the subject. Moreover, it points out the disappearance of many of these characters who, tied to products that no longer exist and were part of the local economy and marked the individual and collective memory of the city. This is the reason for the production of the videodocumentary, a product of this research, which manages to combine the teaching of history with scenic construction, from the approach on nailers, in a historical and sociocultural perspective.

Keywords: Teaching History. Memory. Criers. Performance. Informal trade.

The present research aims to reflection about the importance of reading the iconographic sources and/or visual images inserted in textbooks of History. This study aims to understand how the reading practice of visual images has been approached by history teachers. There are some important questions about the problem: can we say that the use of Iconographies while teaching device available in textbooks of History, have been incorporated into the pedagogical practice of the teacher in the classroom? What to do to know how to work with this vast field of iconography? In this sense, It develops a field research of descriptive nature with quali-quantitative approach, whose data collection instruments were: direct observation not participant, questionnaires, analysis of documents (two textbooks) and applied interviews in the 1st year of high school in the public schools of São Luís-MA, namely: Paul VI Education Centre and University College-COLUN, regarded as application schools (CAPs) from the State and Federal Universities of Maranhão, respectively. Given this, the research had as specific objectives report the approach of textbooks and the students' perception about the use of the images as educational resource for teaching history; describe how the teaching-learning process in school through the use of these sources; check with the teachers if there are investments in the construction of competence for using of the iconographic resources. In this sense, to know the possible difficulties and challenges found in the teachers in the image-text approach in the classroom, it develops as pedagogical product a thematic copybook entitled Reading Images in the Classroom, aimed to support teachers with proposal to promote their pedagogical practices regarding the use of this visual resource. we emphasize that the intention of the research was to produce in the teachers, a perception and plural and interactive posture on their praxis, which leading their students recognize the place of images as historical evidence.

Keywords: History Teaching. Iconographic Sources – Image visual. Image Reading.

The history teaching is permeated by Western historiography, which produces places of memory in line with its writers, Europeans, politicians, and also to the peoples who kept in contact with them. Concerning the production of individual and collective identities, it declared policies of domination and subordination since the 18th century, directly affecting the fabrication of social imaginary. This paper aims to comprehend the processing of histories of West African peoples through tales that take into consideration the writing of a historical knowledge which corresponds to the social surface where these narratives were produced in a proposal of a decolonial approach. It will be used Cultural History as a methodology to analyze the damage presented in the narratives of how Africans have built their social representation repertoires (CHARTIER, 2002). This theoretical digression resulted in the didactic product “Mate Masie: five short stories from Africa”, which combines historiographical, pedagogical and methodological orientations aimed at documents of the discipline of history in the final years.

Key Words: History Teaching; Tales; Western Africa.

This study deals with the construction of MPB's hegemony in the textbook. This, it intends to reflect on the factors that led to this hegemony and how this process took place. It intends to reflect on the hegemony of MPB in the textbook, prioritizing the works approved by PNLD 2018, in the high school segment, more specifically in the third year. As Brazilian Popular Music was created and consolidated between the years 1964-1979, the theme present in the didactic works studied is the Military Dictatorship in Brazil (1964-1985). Thus, we propose a teacher manual that decentralizes discussions about MPB, think about other musical movements of the time and, through analysis of the songs, streamline and enrich the class, in addition to fostering historical awareness among students.

Key words: History Teaching, Didactic Books, Popular Brazilian Music.

This work sought to establish a dialogue between History and Literature in the teaching of history in basic education (High School). We delimited for this research the History of Maranhão of the 19th century and the work Noite Sobre Alcântara de Josué Montello. Through this interdisciplinarity, we trace an interlocution that propitiated us to have an experience and to perceive that Literature as art allows us to diminish distances between realities, between times, dialoguing with the feelings of an epoch, enriching and widening the range of perceptions in its social, political and economic imaginary. Through an interdisciplinary practice, the teaching of History of Maranhão is enriched with allegories and metaphors that are proper of the literary language, but that greatly contribute to the enrichment of the teaching practice of History in the classroom. In this perspective, in order to base our work, we outline a discussion around the historical relationship that is constituted between History and literature and some possibilities of relationship between these disciplines from authors who have more recently debated this subject. Attention is also given to the historical and literary context in which Josué Montello forges his production, to the Maranhão and Brazilian literary scene in which he was inserted with the aim of understanding Josué Montello's Romanesque work as a whole, enabling us to see it from various angles and understand the discourses and visions constituted.

Keywords: Teaching History; Literature; Night About Alcântara; Maranhão.

Supernatural women were recurrent characters on medieval productions (oral and written) and inspired several narratives. The literary production was interlarded in a scenery of erudite and popular memory, of mythical and pagan backgrounds. One of these women was Melusine, a supernatural fairy that promotes prosperity and progeny through the marriage with a mortal. Taking the different versions of the melusinian tale existent in Europe into consideration, this work investigates the presence of this type of female schema in “The book of lineages of count d. Pedro” – a nobiliary book from Portugal of the mid XIV century. Within the logic of lineages, the union with a being from beyond legitimizes power and familial possessions, serving to political and ideological projects that build identities and role models. By way of the two sources The Goat-Footed Lady, the mythical ancestor of the Haro Family from Biscay, and of Lady Marinha, founding fairy of the Marinho Family, we are going to analyze the uses and representations of medieval women under the gender perspective. Considering the role of collective memory and of the medieval social imaginary, we place the insertion of mythical narratives in conjunction with the conflicts in the Late Middle Ages. As a result, we hold as our goal the production of a textbook about the ‘nameless’ women of the Middle Ages, which handles the uses of Memory, gender relations and the medieval ‘decolonization’, titled ‘Dames and Ladies: supernatural women in the Middle Ages’.

Keywords: History teaching, Gender, Medieval Portugal.

History teaching plays a fundamental role on contemporary educational dynamics. The education process inside the classrooms presents the complexity of the interrelationship between school-teacher-student, due to several educational parameter changes and transformation of the humanistic values present in social daily life. In Maranhão, the main concern revolves around the little knowledge of the contemporary historical trajectory of the main active political figures of the state, that is, a more consistent study of local history in the classroom environment. In this sense, the importance of this research, in the first instance, lies in valuing the History of Maranhão, introducing the aspects and the trajectory of the main oligarchy active in the state, the Sarneísta, and the remnants of its politics felt by the social sectors across the territory of Maranhão. Considering the current educational parameters, this study is based on the prerogatives of the Common Base National Curriculum (Base Nacional Comum Curricular) and the Curriculum Document of Maranhão Territory to face the newest classroom debates and history teaching procedures. Therefore, our goal is the construction of an educational diagnosis of Maranhão and of the history teaching procedures inside the classroom, taking as a reference the municipal school UEB Luís Viana, an institution of Elementary School. Methodologically, this study is grounded on data analysis about the teachers provided by INEP, on the documentary school collection and in conducting questionnaires with the teachers in charge of History and with the students of the ninth year about the History of Maranhão. The educational product elaborated is a pedagogical support manual made for teachers that contemplates the historiography about the origins of Sarneísmo, the process of building hegemony in Maranhão and pedagogical suggestions that can be used inside the classroom.

Keywords: History Teaching. History of Maranhão. Sarneism. UEB Luís Viana. Pedagogical Manual.

We consider that great changes had happened in society due to Information/Knowledge Society, and the scholar community has embraced these changes, reason which requires adaptations from the educational agents, mainly the teacher, who has the function of knowledge moderator, with a bigger contribution for the student’s social growth. In this way, we have that the History may contribute expressively for this goal, but it is necessary that the teacher is ready for this task, for living in an informatized world, can’t be restricted to their own initial graduation. Therefore, the objective of this work is to approach the changes due to technological progress in society, especially in school; the entrance of the Communication and Information Technology (CIT) in schools and specific legal orientations to the scholar segment; transformations that occurred in History as science and subject and the impacts on teacher’s development, that is now turned to a new scholar reality, where the use of technologies became part of the methodologies used in classroom. For this, qualitative field researches were done with the teachers and coordinations about the application of the CIT in the History subject, in seven public schools in São Luís, aiming to try know the living reality by the teachers in their scholar activities and know which resources are available to use. The used method for this research was an application of questionnaire for both groups. The results show that the teachers use some technological resources in class, but in a restrict way, because of the difficulties faced about the support offered to the school’s infrastructure and to the technological training of the teacher. We observed that even that the majority of the teachers have the will to apply these resources, they face the difficulties cited above, forcing them to use a more traditional resource, like textbooks or slate. It was verified that independently of the initial or continued graduation, the teachers recognize the importance of using the CIT in classroom. As the dissertation’s product, a complementary material was elaborated for the teachers, entitled “Digital Technologies at School: knowing to use – A Teacher’s Manual”.

Keywords: History Teaching, Information Society, CIT, History Teachers.

This study aims to elaborate a history based on an updated bibliographical discussion about the history of Alcântara (1980-2000). The chronological cut is based on the implementation process of the Alcântara Launch Center and its social impact on communities that were compulsorily relocated in the first transfer phase proposed by the center's construction project. We relate the study of the history of the city understood as space of construction of social identities, with the elaboration of pedagogical practices for the elementary school. We started with thematic mapping based on the analysis and survey of the academic production on the subject, as well as the study of the official records filed in the Alcântara Launch Center, in the City Hall and in the class entities that participated actively in the transformation process of the city. In addition, we articulate the knowledge produced in the Universities on the subject with the possibilities of its approach in the discipline of History for the elementary school. In order to do so, the data on the fundamental education network in Alcântara, the textbooks on History from the 1st to the 9th year distributed by PNLD in the municipal network and the Maranhão Curricular Guidelines for this segment were analyzed. As a result of the reflections provoked in this research, we present the pedagogical proposal in the form of didactic sequences, destined to teachers of History and guided by the concern to contribute to the construction of a critical understanding about the social impasses that involved the accomplishment of this enterprise.

Keywords: History teaching; Social Identities; Alcântara Launch Center.

With regard to Brazilian racial issue, the path of an education which gave the black subject the opportunity to appear in the historical processes not only on the basis of African black slavery, led to a set of measures in the second half of the twentieth century in the field of education. Law 10.639/03, which made the teaching of the History of Africa and Afro-Brazilian Culture compulsory in public and private schools, arose from this set of measures by the Brazilian State in dealing with racial experience. Thus, in order to contribute to the process of consolidating the terms proposed in Law 10.639/03 regarding the teaching of African History, this dissertation has the purpose of producing a site as a pedagogical resource about African historicity, with contents relative to the secondary education, for use of the teacher of History. The research techniques used in this text were: analysis of history didactic book and bibliographical review about the topic. This dissertation addresses initially the 'education and racism', where it seeks to analyze from a historiographical review the relation education and black subject in what concerns its representativeness in the textbook, paradidactic textbook and in the racial discourse, as well as, the recognition of the racism by the Brazilian State that resulted in the elaboration of laws and measures applied with the purpose of making education non racist and diverse, which later generated implications in the use and terms of Law 10.639/03, used to make positive the image and history of the Negro. Next, it is presented an analysis of the production of knowledge about the history of Africa in different contexts and dilemmas related to the problematic about what Africa we are dealing with in the school space and in the production of knowledge, since the determinations created around Law 10.639/03 defined of which Africa we are talking about. At the last moment, the African historicity in the textbook is analyzed. In the end, African historicity is analyzed. As a theoretical contribution is used epistemological conceptions which propose as methodology the valuation of knowledge that survive in the midst of the dominant epistemology.

Keywords: Teaching; History; Africa; Historiography; Textbook.

This work deals with the teaching of indigenous history in the public schools of São Luís do Maranhão, notably the Liceu Maranhense Teaching Center and the Benedito Leite Teaching Center, and intends to discuss the treatment given to the Indians in the processes of elaboration, production and diffusion of indigenous history, in the academic and school world. For this, we will discuss the teaching of the history of indigenous peoples in basic education, dialoguing with recent historiography and educational regulations, in order to problematize the space given in basic education to these subjects. For the second moment of the work, we will analyze two textbooks approved by the National Program of Didactic Book - PNLD 2018, History: from the caves to the third millennium of Moderna and History 1: Saraiva publishing school, we will characterize the ways indigenous people are represented in these materials in order to evaluate the approach, language and concepts, as well as their deficiencies and omissions. We will finish with a proposal of application for a reassessment of the approach on the natives in the history of Maranhão in the high school classrooms. Our starting point will be the colonial sources, especially the individual manuscripts of the Overseas Historical Archive (AHU) and the vowing minutes of the Câmara de São Luís. We will produce thematic files to be used by the students in the classroom about the participation of the natives in the process of colonization of Maranhão. The goal is to provide a new treatment of the topic and possibilities for discussion with students in class.

Keywords: History teaching; Indigenous history; Thematic Sheets.

At a time when historians are called to reflect their practices, much tied to the renewal experienced in the historiographical field, that is, with the emergence of the new history, new techniques of approaches and new objects were incorporated into the field. In this way, cinema and other languages are presented as new methodological tools for the work that is called historiographic. Similarly, studies that deal with Africa, despite having taken a quantitative leap in recent decades in terms of their achievements, are still insipid in comparison to other strands of concern among historians. In this light, therefore, the present work aims to construct didactic sequences for the teaching of History of Africa through the cinema. The relations between cine and history are analyzed, trying to accentuate the moment in which this language happened to be incorporated like legitimate monument of the historians and it is approached how the cine is used like pedagogical tool within the classroom. This paper also aims to analyze the main discourses responsible for the process of invention of Africa.

Keywords: Teaching History, Cine, Invention of África.

Fashion involves gender issues, everyday representations, social behaviors, class distinctions, and is presented by various means and languages, in the discourses present in the public and private space. Analyzing the distinctions and social roles through modes and appearance allows us to understand the transformations in urban life, behaviors, values that build social relations, providing the study of daily life, customs, modeling of identity, as well as discourses and practices which help to express different distinctions and hierarchies. This dissertation seeks to relate social transformations and gender hierarchies to fashion aspects, since fashion is one of features of the relationship between the individual and society and contributes to the perception of the changes of the time in which it is inserted. The social space chosen for analysis was the city of São Luís in the temporal cut from 1920 to 1950. We present the modifications in the structure of the city, the variations of the clothes and the alteration of the behaviors. We aim to emphasize the possibilities of approaching this theme in the classroom through the customs and habits of society, rules of etiquette and behavior, which lead to the understanding of some aspects of ludovicense society in this period, proposing an educational material that addresses the representations of social life, customs and modifications in the men’s and women’s habits through the study of their manners and fashions.

Keywords: History teaching; Fashion; São Luís; Gender;

This research focused on the issue of slavery and the transatlantic trade of Africans in basic education in History. For this, in the first chapter a historiographic balance was made on the theme, in which the main changes and transformations in methodological and content level that this theme suffered between the passage of the decades of 1950/60 to 1970/80 were identified. In the second chapter it was analyzed how the content on slavery and the transatlantic trade of Africans appears in a set of textbooks of the fundamental major referring to the last PNLD and how they were worked in a set of 14 sites destined to the basic education of History on the subject . Then, in the third chapter, a direction was directed to the teacher on how to deal with the issue of slavery and commerce in the classroom. In this way, this research was specially directed to the basic level teacher who wants to expand his knowledge on the subject of slavery and transatlantic trade, as well as to know the weaknesses that the textbook brings about the content in question, as well as have access to a set of didactic sequences that may be appropriate in their History class on the subject. The theoretical-methodological framework that made possible the construction of this work is formed by the theses of Anderson Ribeiro Oliva (2007) and Warley da Costa (2012) to understand how the teaching of History was addressing this theme. The studies by Achile Mbembe (2001) and Valentim Mudimbe (2015) were important to criticize the historiographical productions related to the subject when discussed at the classroom level had their questions reduced and stereotyped in the basic education of history. In addition to using the writings of Circe Bittencourt (2004) and Selva Guimarães (2010) to understand the current methodological uses that the teaching of History has made possible with sources and languages.

Keywords: Teaching History, African Slavery, Transatlantic Trade, Primary Sources.

This dissertation research aims to analyze representations about the body, aesthetics and identities of black youth in contemporary times and contribute to the discussions about ethnic-racial relations in the teaching of History. In order to do so, having as a space of analysis a school of basic education in the municipality of Pedreiras-MA, the Center for Teaching Oscar Galvão used an interdisciplinary methodological perspective with varied procedures, such as bibliographic review on the subject under study, direct observation , interview, application of questionnaires and workshops. They sought to develop an attentive listening to what they had to say about their hair and their bodily experiences inside and outside the school environment. It was observed that the identity construction of each young person is represented in their style of hair adornment, their acceptance with their curly locks, in their life histories, symbolized in the behavior they have in school, in the street and in every place of society. Such a process is understood as an act of "becoming black" exalted and perceived in the self-esteem of each one of them. Finally, in spite of the institutional advances regarding the incorporation of the theme in the school, the positivation of the black identity not only continues as a goal to be achieved, but also demands a close engagement of teachers, school management, supervision, students, specificities of the socio-historical context in question and the variable configurations of all these actors that make the history and the daily life of the school space. Thus, as a way to value curly hair, the self-esteem of these students and combat racial discrimination in school, the "Afro Catalog" is presented, teaching material to work with the theme in the classroom.

Keywords: Teaching History. Curl hair. Ethnic-Racial Relations. Pedreiras-MA.

This work aims to analyze the peculiarities and importance of the discourses of illustrated criticism (cartoon, cartoons, and strip) present in newspapers (major press and alternative press) in the last decade of the Brazilian military-business dictatorship (1975-1985) São Luís, Maranhão. Thus, in this dictatorial period, it is maintained that the illustrated criticism of the alternative Ludovic press expressed a local critical content extended to the national context (Sheet of São Luís and Chest of Cartoons) and the graphic humor of the great Ludovicense press (The State of Maranhão and Small Newspaper) had amicable, apologetic and / or possibly questioning traits about the national political scene at the convenience of the moment, acquired from major newspapers in the Southeast (majority) and also produced by its local (minority) cartoonists. Thus, from this perspective of analysis, it is intended to contribute to the development of new teaching practices in the teaching of the military-business dictatorship of History teaching, since a paradidactic material (magazine of humor chárgico) directed to the elementary school was elaborated (9º year ) with dynamic language that enables the development of students with critical and reflexive postures through the interaction between past and present, that is, it is intended that students can gradually read, understand and have a questioning, reflective-constructive stance of this historical era antidemocratic Brazilian language through the unusual language of iconography reconciled with humor.

 Keywords: History Teaching, Illustrated Criticism, Business-Military Dictatorship.

Keywords: History Teaching, Illustrated Criticism, Business-Military Dictatorship.

This research aims to analyze innovative pedagogical practices that incorporate themes related to cultural diversity and the use of new languages for teaching history, focusing on the Liceu Maranhense Teaching Center. It also aims to intervene in this process, with the presentation of the blog Inovar História, a tool that hosts the pedagogical experiences narrated in this text and provokes the continuity of the debate on the themes dear to this research. As a way to achieve these objectives, it explores elements of cultural diversity in the school context, in dialogue with the historiographical renewal assisted in the last decades, especially related to the teaching of History and innovative pedagogical practices. Next, it analyzes the school legislation related to cultural diversity and the possibilities inaugurated by this legislation, exemplified, following, the report of four pedagogical experiences. Finally, it presents as a product the Inovar História blog, which hosts such experiences and aims to become a permanent space for debate on issues related to cultural diversity and the use of new languages for teaching History.

Key words: Teaching of History, Pedagogical Tools, Maranhão.

Thisworkfocusesonunderstandingtheplaceofwomen in thehistoryof Cape Verde andhowtheyhavebeenrepresented in thehistorytaught in the country. Cape Verde isoneoftheAfrican countries withgreateropennesstoworkongenderissues, yetwhen it comes tobringingsuchcontenttoschoolseats, muchremainstobedone. It waspossibletoperceive, throughacademictextsandfieldresearch, theeffectiveparticipationofwomen in thestruggles for theindependenceofthe country, a reality thatunfortunatelyisnotyetworkedon in Basic Education. In thissense, throughtheanalysisofthedidacticmanualsandprogramsofthe disciplines, it issoughttounderstandthecontentsworked in basiceducation, in ordertoidentifytheplaceoccupiedbywomen in the (re) writingprocessofthecountry'shistory. As a waytofill some oftheidentified gaps, thepresentpaperpresents a thematic primer, whichaimstorescuethetrajectoryof some womenwhodetainedanimportant role in theprocessofindependenceofthe country

Key Words: Teaching History, Gender, Cape Verde, National Identity.

In this work we propose the reflection about the relationship between discourses and religious practices and public education in Brazil within a temporality that is restricted to the second half of the nineteenth century to 1997. Therefore, we follow the theoretical and methodological path in the problematization of the concepts considered fundamental to understand this imbrication when looking at an educational field circumvented by politico-religious operations. Starting from these actions engendered in the national political scenario of the country amidst disputes over state projects and models of laicities during the so-called modernity, we characterize the process of secularization of teaching in previous moments the establishment of the republic in the country, passing through constitutional constructions from 1891 until the construction of the National Curricular Parameters of Religious Education in 1997. Following the perspective, we continue to construct reflections from the schooling of religious teaching and the teaching of history as ways of perspectives to think theoretically and methodologically solutions for the silencings and gaps to what concerns the permanent presence of religious and religious education in the educational and political field of Brazil. In order to do so, we present a model of pedagogical proposal material for teacher education, recognizing the importance of teachers having access to this knowledge in such a way as to overcome the conflicting religious tones experienced in the school field through new studies.

Key words: history teaching, religious teaching, secularization, religious, teacher training

The following research comes up from a concern about the fact that the content regarding João Goulart’s government on teaching books is poorly reproduced. Besides, there is also the reductionism in teaching-learning process in schools, restricted to teaching books. Before this panorama, it was possible to identify how far are discussions about Contemporaneous Brazil’s History inside Universities and what is transmitted in Elementary Education classrooms. Therefore, such work converges in a way to fill up those two open gaps, with the purpose of promoting a reconfiguration of the pedagogic practice from elaboration of a proposal that puts together History Education and the use of newspapers as tools to help teachers and students in classrooms.

Keywords: Teaching of History, João Goulart, Press. 

Since ancient Greece, education has been considered a legitimate source of a project of specific power and citizenship. This work reflects the contributions of Education in the constitution of a citizenship, considering that the Brazilian legislation points to 'citizen education' as one of the premises of contemporary education. To this end, we seek subsidies in the Greek ideal of Education, especially in Classical Athens of the V and IV centuries BC, because it was the first to relate the formation of citizens and a particular identity according to the principles of Paideia. Being a significant discussion in the study of ancient and modern societies, his proposal is to consider how the same educational practices that transform subjects into full citizens can reinforce a model of exclusionary citizenship, since a part of society does not have access to a teaching of quality. Archaeological documents, literary classics and Brazilian law provide answers and explain the limitations of access and quality of teaching to the present day.

Keywords: Education, Citizenship, Paidéia, Teaching History.

This work consists of an analysis of medieval education according to the Catalan philosopher Ramon Llull (1232-1316), and in the elaboration of a paradidático (Ramon Llull and the Middle Ages) destined for basic education. As documentary corpus, the work Doctrine for Children (1274-1276), by Ramon Llull, dedicated to his son Domingos, was used, in which he emphasized the importance of the Christian principles in the formation of the human being through the teaching of the virtues , which should be instilled in the individual as early as possible, that is, from infancy. In these terms, this research seeks to analyze how the philosopher designed the ideal formation of men as presented in this work, considering it through a moral education. Specifically, Llull wrote to the society of the thirteenth century, influenced by the intellectual and religious conception of his time. Theoretically, it is assumed that the history of the imaginary can constitute a way for the understanding of the medieval society, mainly as far as the beliefs and ideas are concerned. The works of Le Goff, Lauand, Oliveira, Nunes, Costa, Nora, Halbwachs, Agostinho, among others, discuss the Middle Ages, Education and Memory. For Llull, the aim of education is to allow the individual all the knowledge necessary to make him capable of acting and living well in society. Therefore, the constant habit of practicing the virtues was fundamental to the fulfillment of Christian principles. Llull, puts the man as responsible for his choices and actions. Based on research that points out the importance of this philosopher in the thirteenth century, it is considered that the adoption of a paradidático in the classroom, allows the students of basic education a deepening on the ideals lulianos in the medieval context, as well as stimulates reflections on the moral and ethical values at present, acquired through education.

Key words: Teaching History, Ramon Llull, Paradidático.

In this work the pretension was to analyze the process through which, in the main Fundamental Education of the Center of Education Sotero dos Reis, certain forms of representing the material, symbolic and human universe of the religious manifestations of African matrix are consolidated, unifying certain types of historical consciousness in which these repertories are either absent or stereotyped. As well as thinking about how students build historical consciousness about these cosmologies. To do so, I assume the hypothesis that there is an inconsistency between the reality in which some students are inserted and the absence of discussion about this reality in classrooms. For the materialization of this research, I use as sources the collected data in daily observations, official documents, curriculum, didactic manuals, results of applied questionnaires, Political Pedagogical Project and internal school projects in dialogue with theorists of different knowledge areas, especially history, anthropology and the field of ethnic racial studies. And as the final step of the research I created an online gallery, composed of 6 sections, built from texts and photographs captured by me. This product will be linked to the AfroDigital Museum website, with the theme "How to work with Afro-Brazilian religions in a classroom", aimed at teachers of basic education and with indications on how to use this material based on the programmatic content of the school-field textbooks.

 Keywords: Teaching History, School Daily, Historical Consciousness, Afro-Brazilian Religions.

This work aims to problematize the didactic productions about the antiquity Christianity distributed by the federal government. In it, we emphasize writing about this religious experience in the teaching of History. We have observed that these materials have maintained gaps related to knowledge on this subject, besides, to present it in a very close language, or similar to the orthodox theological knowledge that built in a hegemonic way the knowledge about this religion. Therefore, in order to identify this problem, we propose the elaboration of a pedagogical manual aimed at professionals in the teaching of History, aiming that, through the subsidies of the academic research developed in recent years on the Historical Jesus and Christianity, present in the schoolbooks, approaching this religious experience in its plurality. The purpose is to highlight the social, cultural, political and economic context that allowed the birth and development of this religious manifestation, not plastering a reading, often anchored in aspects of faith.

Key words: Teaching of History, Didactic Books, Christianity, Roman Empire.

In the presente work I analyze the social places destined for Zulu history and culture in South Africa, from apartheid to post-apartheid. For this research I use aas sources the textual and imaginary narratives abaut the Zulus presente in the History didatic books collections entitled History for Today, History in Action, Making History, Shuters History and Viewpoint History used in the South African Province of KwaZulu-Natal. Dialoging with theorists of different áreas of knowledgle, especially the of history, of anthopology and fiel of african studies, I realized bibliographical survey and fielwork in the centers of public memories and archives in South Africa. This study is dividded into two central axes: the social place of the Zulus during apartheid and the reinvention of the Zulus in the “Rainbow Nation”. Besides, it integates as a complementary material of this work a didatic primer aimed at brazilian students of basic education (6 to 9 year) abaut cultural expressions of Southern Africa, especially thinking the case of Zulu culture in South Africa.

 Keywords: History Teaching; Zulu History and Culture; Apartheid; Post-Apartheid. 

The African and Afro-Brazilian themes refer to a long trajectory of debates and controversies, constituting itself as a theme of strong political and social significance within Brazilian society. Its transformation into compulsory curricular content of Basic Education, based on Law 10.639 / 03 and its National Curricular Guidelines for Education of EthnicRacial Relations and for African and Afro-Brazilian History and Culture teaching, has generated new tensions and Political, pedagogical and historiographic dilemmas, among others. This research aims to analyze the relations between the literary text and concepts such as: culture, identity and memory; Recognize the literature as a support for working on content such as history and national identities; Understand literature as a historical source; To provide subsidies for the use of Maranhão Literature in the classroom, and also to make it possible to rescue the history of the black and Afro-Brazilian population; And to collect data on the identity of the Negro in cultural, social and historical construction in the literary work "Os Tambores de São Luís" by Josué Montello. From the above, literature was thought as a "new" possibility for research into history, and could provide elements for the construction of historiography at a given time, place and society. Thus, the present work makes an analysis of the possibilities about the study of Afro-Brazilian cultural manifestations in the teaching of History from Brazilian literature, focusing especially on Maranhão literature. The guidelines for the elaboration of a didactic material (manual) that deal with the relation between History and Literature, and more specifically how to work Literature in the classroom as a possibility of this, constituting an important tool to include contents such as History and national Identity. The proposal also emphasized the AfroBrazilian literature seeking to institute ways of thinking and problematizing the realities of the black population in Brazil, in this specific case, included a debate about the black in Maranhão.

ENEM AND THE TEACHING OF HISTORY: the place of local History in High School

 The ENEM and the teaching of History: the place of local History in High School is a work linked to the field of research Historiography and Languages of the Graduation Program History, Teaching and Narratives of the State University of Maranhão (UEMA), aiming to analyze The implications of the National High School Examination (ENEM) for the teaching of local history in History classes. Initially, the ENEM is analyzed, considering that it is an evaluation policy whose organization defines guidelines for secondary education in Brazil, standardizing the school curriculum. To get an overview of High School we point out some changes made over time in this level of education. We have conducted an analysis of the conceptions of historical narratives in order to recognize that the teaching of History today enables more comprehensive perspectives. We rely on documentary sources such as the Law of Guidelines and Bases of Education to understand the determinations that organize the high school curriculum in Brazil; The ordinance 438/98 that created the ENEM providing the understanding about the exam, its assumptions and guidelines; The National Curricular Guidelines for High School (DCNEM) for the understanding of the theoreticalmethodological dimensions inserted in the school context. Among the bibliographic contributions we mention Maria Auxiliadora Schimidt, Circe Bittencourt and Vilma de Lourdes Barbosa for agreeing to the local history perspective as a teaching strategy. The research is qualitative explanatory in nature and had in the open questionnaires our main strategy for data construction that confirmed our hypothesis that the ENEM reinforced the minimization of local history content in high school. The analysis indicates that the approach of local history in the classroom when it occurs is justified by the possibility of correlation with some content of the national history. Therefore, the need for a pedagogical intervention of the teacher to transform the teaching of local history, a relevant component for the citizenship formation of the young people of Maranhão is emphasized.

Keywords: History teaching. ENEM. Local History. High school. 

The Project for the Education of Young and Adults and the Literacy School of PRONERA/ UEMA / FETAEMA / FACT, with activities carried out between 2007 and 2009 in four municipalities of Maranhão, is taken as an element of reflection in this study. The research defined guiding axes for better understanding of the theme from the following questions: how does the Federal Government present and implement public policies for the literacy of youth and adults in the National Program for Education in Agrarian Reform (PRONERA) in Brazil and Maranhão? To what extent has PRONERA contributed to the social ascent of educators who graduated from the Cajazeira settlement in Barra do Corda-MA? Thus, the objectives of the research focus on the analysis of the impacts of PRONERA on the Cajazeira settlement in the municipality of Barra do Corda- MA, based on the schooling process of women educators in Youth and Adult Education. As a methodological procedure, the survey and analysis of documents, the field research and interviews with PRONERA graduates, using oral history and the analysis of memories that allow the reconstruction women’s histories in the countryside were carried out. This study concludes that in spite of social inequalities, PRONERA educators seek their autonomy and social ascension through education, and the schooling received in PRONERA was a preponderant factor for them to continue their studies. Key words: History teaching. Field Education. PRONER

This study analyzes the deviation of the function of teaching in the teaching of History in the Education of Youth learners  and Adults in São Luís, identifies the deviation of the teaching function based on data from EDUCACENSO 2014, is characterized as the deviation of the function of teaching in public teaching networks of Basic Education in EJA(Education of youth and adults) modality mid-level and fundamental (the final years), discusses the phenomenon of educational deviation from the teaching function from the regulations and official documents of brazilian education, and establishes connections between the variance function and the quality of the teaching of History offered in public networks, state and city of São Luís. The study counted with the participation of teachers, school managers and technical/superintendent responsible for EJA modality in the two educational systems. The methodology used for this study included the following procedures: use of data from teachers and students of the EDUCACENSO 2014; literature review and documentary on the subject; research focal group of teachers who have already acted in deviation from the teaching function to the organization of the questionnaires; application of the questionnaire to the teachers, knowing how the phenomenon in the education networks, the public, and that way the teacher interprets it; and the application of the questionnaire to the school managers, to get know as characterized in the schools, and what are the interpretations about the phenomenon; and interview with the engineers/superintendent of  EJA in  two networks of public education; to understand that way if gives the deviation of the teaching function, and the extent to which the systems of education feel responsible for results in terms of the quality of education offered in these conditions. In the analysis of the material collected, I identified: the indexes of the deviation function in the public teaching networks state and municipal levels in the form EJA, and what training comes from professionals that meet the teaching of History; I got up quantitative data about the training the teaching of History in educational institutions public in São Luís, since the creation of the LDB nº 9.394/96 until 2014; I identified the percentage of History Teachers out of their graduation area, his relationship with the deviation of the teaching function at some point of the professional career, and yet, the narratives teachers on variance function and quality in teaching; in research with school managers, I explored the mechanisms that help to understand the deviation of the teaching function in schools, what are the main challenges of the teaching staff for the planning of the disciplines outside of teacher training, and its relationship with the quality of education; in the interview with educational managers (technical/superintendent), I analyzed the deviation of the function from the systems of education, the factors prevalent in the explanations about the current percentage of deviation of the function, and the organisation of education systems for the insertion of the teachers in the schools.

 Keywords: Teaching of History. Youth and Adult education. Deviation of the teaching function. Teaching. Quality in education.

His present paper aims at industanding the ideas and conceptions of high school teachers of history at the state public secondary education in São Luís/Ma (Brazil) as to the use of new technologies in the history teading, so looking for the pratices performed by house actors from heir representation om he educacional technologies. So considering the pontecial of iten for thet teaching of history and  significant of the students based on the society changes abd, consequentementy, in the ways of learning and trading. It deals with a qualitative inquiry which used the interview technic as an instrument of collecting information among 20 teachers of history in eight schools in São Luis the ideas about the new technologies in the teaching of history passed through the process of categorization of a proposition pedagogical. The teaching conceptions demonstrated the need of discussing the use of education technologies proposition above of history. The pedagogical proposition above will offer the opportunity of retching the teaching of history as well as the improvements in the methodologies and didactics of the subject of history in the high school.

 Key-words: Teaching of history. Education technologies. Teachers conceptions. Pedagogical Proposition.

In discussing African and Afro-Brazilian History as the thematic axis in Basic Education, knowledge about African and Afro-Brazilian subjects is presented as a subject that is active in historical and cultural processes, offering its appreciation in the world formation. The present research aims to analyze educational practices on African and Afro-Brazilian History and Culture, highlighting how the teaching focused on this subject is being developed in the final series of Elementary Education (9th year) of the Municipal Integrated Unit “Hélio de Sousa Queiroz”, in Caxias - MA, after the implementation of Law 10.639/2003. The research was initially carried out through the bibliographical review of authors who discuss the theme, covering African historiography, Brazilian black culture and the study of the school curriculum of basic education. Field research was also carried out through interviews with teachers of the public school. In evaluating the interviews, it was found that, despite the fact that teachers only have the superficial knowledge of Law 10.639/2003, they try to develop the theme through educational and cultural activities, aiming to contribute to the spreading of ethnic-racial relations, even in the face of Such as the lack of availability of efficient pedagogical materials, the lack of school books on the subject and the lack of didactic resources that contemplate the multicultural dimensions. The aim of this work is to present new procedures, learning conditions and objectives that lead to a rethinking of ethnic-racial relations, in order to give visibility to teaching practices and to inspire educators to develop activities aimed at the implementation of everyday school culture of recognition of African civilizational values, as a pedagogical possibility in the construction of knowledge. In this perspective, it is believed that this will be a collaboration for the construction of an education that generates citizenship, that meets, respects and observes with a new look African and Afro-Brazilian History and Culture and to relate it with existing educational and inclusive practices, thus seeking to promote racial equality. Debating on this theme will result in the acquisition of a constructive and innovative vision of History for the recognition of the identity of Afro-descendants in Brazil.