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This study addresses the topic of inequalities concerning access to higher education
and the ways in which community-based preparatory courses (cursinhos populares)
contribute to overcoming this issue through popular education. By analyzing data from the
Brazilian Institute of Geography and Statistics (IBGE), this paper highlights the primary
challenges associated with education access for historically marginalized groups.
Furthermore, it proposes the development of a resource aimed at assisting community-based
preparatory courses. Through its emphasis on popular education, this study seeks to shed
light on the role of these preparatory courses in mitigating disparities in higher education
access.

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The present research is justified by the need to combat fascism in the school environment,
using the teaching of History as a tool to promote empathy, tolerance and respect. The
investigation of effective strategies will contribute to the formation of critical and conscious
citizens, capable of combating the spread of fascist ideologies and building a more inclusive,
democratic and humanitarian society. In order to develop the research, I will make use of the
analysis of six History textbooks of the 9th grade elementary school, which are inserted in the
National Program of Textbooks and Didactic Material (PNLD). I also use as a source the
book "The Last Witnesses: Children in the Second World War" by Svetlana Alexievch.
Identify the presence of historical oral accounts in the chapters on Nazism, fascism and
integralism in selected history textbooks, verifying whether they are used as a historical
source. Also analyze whether Nazi-fascism and neo-integralism are portrayed as
contemporary topics. Svetlana Alexievch's work discusses concepts such as individual and
collective memory. It focuses on narrating events, even traumatic ones, similar to a
storyteller, highlighting the importance of oral history. Ideals of Nazi-fascism and
integralism are discussed in history teaching materials, but without an evident connection
with the current scenario, making them distant for students. The historical figures in these
books are portrayed without active involvement in the events of the past. To create historical
empathy, it is vital to include real individuals in the discipline, with evidence of their
existence. For this reason, I will use excerpts from the aforementioned book, which contains
accounts of children who experienced the brutality of Nazi-fascism in World War II. These
testimonies can enable the application of historical empathy and the development of historical
awareness.

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The research deals with the pedagogical relationship between the Jaguaribano de
Aracati Museum and the Gabriel Epifânio dos Reis High School, in the city of Icapuí.
The purpose of the research is to offer students a historical approach outside the four
walls of the classroom. The research method is qualitative, with an emphasis on
document analysis and oral interviews. The research targets high school students
from public schools in Icapuí, Aracati, Itaiçaba and Fortim. The cities mentioned were
once districts of Aracati and their histories are imbricated in the historical process of
that municipality. In this first moment, the intention is to present an itinerant exhibition
of old photos about the Freemasonry of Aracati, which existed in the beginning of the
20th century, which was a reason for controversies with the Catholic Church.
Research demonstrates that when local historical facts are presented visually,
students' interest in history is more relevant.

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This work seeks to be a possibility of deconstruction of the Androcentrismo in the history taught. In that sense, do you seek to respond to how this deconstruction can contribute to the empowerment of young women? If the theoretical-methodological change can imply a historical learning focused on fairness between women and men? And what are the power relations present in the attempt to erase or marginalize women as historical subjects? The research was carried out through dialogue with readings about history teaching, theory and methods, and women's history, theory and analysis of Brazilian history content in textbooks. The work presents as a product proposal a set of didactic sequences for the history taught, which considers the existence of historical subjects, dialogue with the struggle of feminisms and with the production of the field entitled of Women's history.

Through the study of the cultural manifestations from people who historically had the presence and contributions denied, and problematizing the historiographical tradition that affirms the irrelevance of the Negro in Rio Grande do Norte, we propose to develop a project that takes into account the vision of other peoples that form the norteriograndense society, and that favors the understanding of the existing diversity, going beyond the homogenizing discourse that offers little space for the formation of plural identities. In order to fulfill this purpose and in an attempt to deconstruct stereotypes, concepts and ideas about the cultural expressions that are part of the Afro-Brazilian traditions in the state, we intend to set up a portable photographic exhibition, besides conducting interviews with masters of researched groups, raising its practitioners to the protagonism, taking knowledge and forms that constitute the cultural potiguar patrimony to the school.

The construction of a narrative about the teaching of history is important to demonstrate how much this field of investigation has been consolidating from the pioneering researches in years 60 and 70 of the twentieth century until the present days and, therefore, how to continue advancing from the pedagogical experiences and dialogues around epistemological, theoretical, methodological and technological elements. From this perspective, the guiding question emerges from this study: how history teaching, from the context of Marista PioX School, can contribute to the formation and historical learning of high school students through the use of Digital Information and Communication Technologies - TDIC's? From the use of the didactic concepts of history, historical learning, historical awareness, citizenship formation, active methodology, digital history, digital historiography, TDIC's, virtual learning environment and digital applications, anchored in Schmidt (1999; 2016), Caimi 2006), Lévy (2010), Rüsen (2010), Lee (2011), Freitas (2015), Lucchesi (2014), Morán (2015) and Barca (2017), this research proposes to analyze the teaching of history in the context of Marista Pio X School, with an aim in the production of an application, linked to the Virtual Learning Environment, already available by the institution, which contributes to the students of high school in the appropriation of the investigative method in History.

Through the teaching of history, we want to problematize the racial identification of young people through the use of historical musical sources present in their daily lives. The proposal is the use of rap as a cultural element in combating the perpetuation of the idea of a racial democracy. The debate of racial identification within the school space is challenging, but inevitable to be postponed, because it is necessary to bring into the daily life of students the practice of reflection on who they are and how they are in the society in which they live. The appropriation of the hip-hop movement proves challenging, and necessary because it is a language that permeates the daily life of the student in the extra-school environment. With this perspective of a new analysis of the historical facts, together with the appropriation of the discourse constructed and diffused by the hip-hop movement is that I try to discuss new forms of this student to identify itself as a social actor. We understand that this can be achieved through the development of a critical analysis, which seeks to question what is presented to it as a matter of History, in order to understand reality a little better.

The process of re-democratization post-dictatorship in Brazil has produced a constant expansion of human rights. Accompanied by updates in educational legislation, the school became essential in developing a culture on the topic. Therefore, History teaching constitutes a crucial space for reflection and the implementation of these guidelines. Despite these advances, Brazil is constantly being questioned about the importance and legitimacy of dictatorship in our society. This is the biggest attack on human rights since such period. Thus, from a reflection on pertinent legislation and the use of qualitative methodology, the present research aimed to assess the perception that students of Ecit Prefeito Oswaldo Pessoa have regarding human rights as a form of initial diagnosis. Based on the results, I proposed an intervention about the construction of a culture in human rights, through the teaching of History. As one of the interventions in the school, we organized a lecture about the violations that occurred in Paraíba, with the participation of the president of the State Commission of Memory and Truth in the Federal State of Paraíba. Hence, the audio-visual used in this research was derived from interviews about the students' perception and the lecture about the theme. In this area, it aims to serve as a support for the implementation and consolidation of human rights in public schools.

The Brazilian Constitution of 1988 is clear when it recognizes to the Brazilian native his right to the difference, that is to say, the State assures to him the guarantee to be and to continue being Indian. But the discrepancy between written law and everyday practice is still a vivid mark on the reality of the Indians of Brazil. Some of the threats that extend to the autonomy of Brazilian indigenous peoples in the construction of their own history are public policies "for Indians", among them school education in the villages. The school, being an institution outside the historical reality of the villages, can threaten the groups to which it covers becoming, as Gallois says, a "trap for the domestication of knowledge." On the other hand, if this school is inserted in the reality of indigenous groups meeting their demands and respecting a differentiated character, in which each community chooses the school it wants, this institution can be an empowering tool for autonomy. It can be said that the analysis must be made in the scope of indigenous school education within the community that demands it. Considering the effects of this comprehensive indigenist policy, this research seeks to analyze the impact of an indigenous school on its potential differentiated (specific, intercultural, bilingual / multilingual) character in the development of an indigenous community. The institution chosen for such analysis is the João Lino indigenous school in the Catu dos Eleotérios community, located between the municipalities of Goianinha - RN and Canguaretama - RN. The João Lino school is the first differentiated indigenous school in the state of Rio Grande do Norte, starting its activities with a differentiated character in 2009, when, then, a whole didactic-pedagogical policy had to be reformulated in order to fit the legal provisions of Brazilian national education for indigenous peoples; in this sense, it is justified the temporal cut of this research, between 2009 and 2018, from the effective functioning of the indigenous school João Lino to the present day. To achieve this dissertation, the work will be carried out during the first semester of 2018. This work will be carried out through theoretical and methodological readings based on the "New Indian History" and the educational legislation regarding it, besides the monitoring of the educational reality (classroom, school and community) in the first half of 2018. Finally, the theoretical-methodological support chosen for the use of ethnography in the community of Catu Eleotérios will be dense description based on the production of Clifford Geertz.

The aim of this work is to analyze how, from the construction of the biography of Maria Madalena Antunes Pereira, the History teacher can articulate contents and teaching procedures in his teaching activity in the Basic School. Our intent is to demonstrate how biographical studies can be used in the classroom, to understand the relationship between individual stories and collective stories, and to understand different times and spaces as well. The present work is a dissertation presented to a professional master's in History teaching (PROFHistória), it becomes necessary to link the historical discussion itself with the teaching activity developed in the classroom. Desiring to meet this criterion, the work consists of three stages: the biographical construction of Madalena Antunes; the discussion of the presence of the biography in the classroom, based on this character; and, finally, the construction of an itinerant exhibition resulting from the work carried out in the previous stages. The exhibition will initially be shown in the city of Ceará-Mirim and can be set up and other places. In addition, it can serve as an inspiration for similar exhibitions elsewhere.

The goal of this work is to reflect about some strategies used by some educators whereas they using them on history teaching on the basic education on the context of professional masterships as an way to search methodology and didactical instruments that awake on the students’ interest to build historical knowledge inside and outside classrooms’. On the basis of the analyze of the habits and the interest of the students intends to use active methodologies of learning as a hybrid teaching and reversed classroom, focused on the use of new technologies in education, though the analysis and production of memes disposed in a digital platform shaped like blogs. Inserted in the virtual worlds, children and young people making constant use of these media tools that contains own language communication of the young digital universe, having the production and memes circulation as common element among them for a faster form in a fast way of circulation and for its humorous content in a lot of occasions, the meme can serve as middle for a critical and creative formation of the youth if it be stimulated in the sense of responsible of their production starting from the pedagogical mediation of themes and historical concept, besides stimulating the reading of research and the use of text book for analysis and the construction/ development of media contents. On the basis from innovative proposal of the school and from the teachers that can aid in the education of these youths more and more plural adopting a new perception and interaction on those communication forms, taking on board of the pedagogical practices enabling operationally the viability of a narrow relationship between the history teaching and the students' universe: expecting those students’ leadership in the process of construction of historical knowledge by making use of media spaces as the blogs.

This research about the theme of ethnic-racial relations in the school supported by the guidelines of Law 10.639 / 03, which deals with African and Afro-Brazilian History and Culture. Thus, this is a research on the pedagogical possibilities of strengthening identities in High School, as well as on the historiographical narratives that have perpetuated meanings of rejection of these identities on their part. We start from the problem of black category aversion as a color classification manifested by students to investigate the practices of racial discrimination that still persist in the school, meanly on the use of negative stereotypes attributed to black students. In order to eliminate this problem, we consider Brazilian multi-ethnicity as a positive feature of our society, defending a teaching of history that contemplates the demands of student diversity, that is, that contemplates the "people" of all colors. We propose a research whose results have great impact in the classroom with the production, even, of a video of short duration that serves for the classes on History of Brazil, more specifically on the history of the black Brazilian populations, so that problematic of the present time that refer directly to these populations are understood as historical knowledge coming from forms of work of historical