Disertación/Tesis

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2020
Disertaciones
1
  • WALLACE RODRIGO LOPES DA SILVA
  • .

  • Líder : MAGNO FRANCISCO DE JESUS SANTOS
  • MIEMBROS DE LA BANCA :
  • JULIANA TEIXEIRA SOUZA
  • MAGNO FRANCISCO DE JESUS SANTOS
  • ARYANA LIMA COSTA
  • Data: 25-may-2020


  • Resumen Espectáculo
  • .

2
  • ANDRÉ LUIZ DE PAULA CHAVES LIMA
  • .

  • Líder : MAGNO FRANCISCO DE JESUS SANTOS
  • MIEMBROS DE LA BANCA :
  • FRANCISCO DAS CHAGAS FERNANDES SANTIAGO JUNIOR
  • MAGNO FRANCISCO DE JESUS SANTOS
  • ANA CARLA SABINO FERNANDES
  • Data: 26-may-2020


  • Resumen Espectáculo
  • .

3
  • LITTBARSKI DE CASTRO ALMEIDA
  • .

  • Líder : MAGNO FRANCISCO DE JESUS SANTOS
  • MIEMBROS DE LA BANCA :
  • MAGNO FRANCISCO DE JESUS SANTOS
  • MARGARIDA MARIA DIAS DE OLIVEIRA
  • ANA CARLA SABINO FERNANDES
  • Data: 28-may-2020


  • Resumen Espectáculo
  • .

4
  • TIAGO CERQUEIRA SANTOS
  • .

  • Líder : LIGIO JOSE DE OLIVEIRA MAIA
  • MIEMBROS DE LA BANCA :
  • MAURO CEZAR COELHO
  • LIGIO JOSE DE OLIVEIRA MAIA
  • MAGNO FRANCISCO DE JESUS SANTOS
  • Data: 05-jun-2020


  • Resumen Espectáculo
  • Several legal devices point out as main objective of education citizen formation. Citizenship in this scope is defined within participative and active manners, being the school a vetor to the development of an instrument of values, attitudes and knowledge for its full and critical exercise. Assumed this posture, complexes situations that show up at the daily school life start to be insert as part of the didatic strategies and the construction of knowledge. Thus, our work comes to the possibilities and problematics within to the teaching of indigenous history, taking as concrete experience the situation of intercultural coexistence among indigenous students, the Potiguara do Catu, and non indigenous students at Escola Municipal Hélio Mamede de Freitas Galvão (EMHG), in Goianinha city, at Rio Grande do Norte state. Reflecting around questions such as identity/alterity, invisibility, diversity and prejudice, promoting critics to the historiographic perspectives that contribute to sustain those phenomena, as well as, those that convey to its overcoming having as example the etnohistory. We depart of the understanding that the essencialist perspective, tradicionally adopted when approaching the question, results in a teaching practice that contributes to make invisible the current dimensions in this field, as example the etnogenesis. Therefore, as result of these reflection, developped as product of a mini-documentary that aims to contributes in the introduction of this theme at the school environment, from what is said by those indigenous about their school experience, beliving that in the act of listening the other we can enjoy positively the situation of the intercultural contact represented by the school, having as horizon the paradigm of the critic interculturality.

2019
Disertaciones
1
  • KALIENE ALESSANDRA RODRIGUES DE PAIVA
  • The teaching of History and Patrimonial Education at school: the Ary Parreiras Institute as reflection on the memory spaces – Natal/ RN

  • Líder : ROBERTO AIRON SILVA
  • MIEMBROS DE LA BANCA :
  • CÍCERO JOAQUIM DOS SANTOS
  • JOSE EVANGELISTA FAGUNDES
  • MARIA DA CONCEICAO GUILHERME COELHO
  • ROBERTO AIRON SILVA
  • Data: 28-ene-2019


  • Resumen Espectáculo
  • The present work, based on the critical discussion developed by professor Daniel Luciano Gevehr in his studies on the treatment given to memory spaces in contemporary society and the important role of the teaching of History to discuss this matter, has as object of study the “Escola Estadual Instituto Ary Parreiras”, located in the neighborhood of Alecrim, inside “Vila Naval”, in the city of Natal/RN, and aims to discuss the school as a memory space, under the focus of Patrimonial Education understood not only as a method of the teaching of History, but as a knowledge that is implied in the process of building historical knowledge. Thus, the focus of analysis was directed to the historical research method adopted which underpinned this work, the New Cultural History, because through it it was possible to analyze the perceptions of students with the physical and material elements that make up the school as a memory space and a source for the production of historical knowledge within a cultural approach, thus allowing to understand that the ways in which students express their relationship with material goods are related to the dynamics of fast changes that interfere in the process in which their identity and belonging are formed. The examination of the perception of the scenery and its material elements took place through the analysis of photographs. In this method photography was understood as a support of memories and customs, through which the relation of individuals with the material culture of the school was examined, and through which the speeches and intentionalities in different contexts of the production of images were interpreted. The concern in studying this theme emerged from the observation, in this institution, of the difficulties faced before students from the 6th year of “Ensino Fundamental II” related to their lack of interest in the subject of History and to problems concerning the depredation of the building. Thus, it was necessary to associate the teaching of History with Patrimonial Education for the students to understand that, beyond a space of formation of knowledge, the school is a patrimonial asset of whose history they themselves are builders.

2
  • LUCILA BARBALHO NASCIMENTO
  • "IS THE POWER, THE WORLD IS FROM WHO DOES": A Possibility of Deconstruction of Androcentrism in History Taught
  • Líder : FRANCISCO DAS CHAGAS FERNANDES SANTIAGO JUNIOR
  • MIEMBROS DE LA BANCA :
  • FRANCISCO DAS CHAGAS FERNANDES SANTIAGO JUNIOR
  • HAROLDO LOGUERCIO CARVALHO
  • MARTA MARGARIDA DE ANDRADE LIMA
  • Data: 06-feb-2019


  • Resumen Espectáculo
  • 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.

3
  • THIEGO PEREIRA BENTO
  • EDUCATION ON HUMAN RIGHTS AND THE TEACHING OF HISTORY: POSSIBILITIES IN THE CONSTRUCTION OF A CULTURE OF PEACE.

  • Líder : JULIANA TEIXEIRA SOUZA
  • MIEMBROS DE LA BANCA :
  • FRANCISCO DAS CHAGAS FERNANDES SANTIAGO JUNIOR
  • JULIANA TEIXEIRA SOUZA
  • MARGARIDA MARIA DIAS DE OLIVEIRA
  • ITAMAR FREITAS DE OLIVEIRA
  • Data: 06-feb-2019


  • Resumen Espectáculo
  • The present research project aims to focus on a case study in Joao Hildo de Carvalho Furtado Municipal School in Fortaleza, seeking to investigate violence in the school environment. The chosen methodology in this project was the quantitative approachwithin an “anthropological perspective” of the participant observation. In this respect, History teaching, through Education in Human Rights by means of PNEDH-3 or Third National Programme of Human Rights, enables new ways to combat violence in the school environment. Therefore, some history specific contents are privileged in relation to education and human rights, which turns it into an “Education for the never again”.In that case,creating a more peaceful culture, intending to construct a true human and democratic society.

4
  • DANIEL LUIZ SOUSA DE LIMA
  • Culture and Education:

    a project of valorization of Afro-Brazilian heritage in Potiguar culture

  • Líder : JULIANA TEIXEIRA SOUZA
  • MIEMBROS DE LA BANCA :
  • FRANCISCO DAS CHAGAS FERNANDES SANTIAGO JUNIOR
  • JULIANA TEIXEIRA SOUZA
  • MARGARIDA MARIA DIAS DE OLIVEIRA
  • MARIA TELVIRA DA CONCEIÇÃO
  • Data: 07-feb-2019


  • Resumen Espectáculo
  • 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.

5
  • ACÁCIO LEANDRO MACIEL SIMÕES
  • espanhol

  • Líder : MARGARIDA MARIA DIAS DE OLIVEIRA
  • MIEMBROS DE LA BANCA :
  • JULIANA TEIXEIRA SOUZA
  • MARGARIDA MARIA DIAS DE OLIVEIRA
  • RAIMUNDO NONATO ARAUJO DA ROCHA
  • ITAMAR FREITAS DE OLIVEIRA
  • Data: 07-feb-2019


  • Resumen Espectáculo
  • espanhol

6
  • DANILO ALVES DA SILVA
  • RESEARCH TO LEARN: TEACHING OF HISTORY, TECHNOLOGIES AND CITIZEN TRAINING

  • Líder : MARGARIDA MARIA DIAS DE OLIVEIRA
  • MIEMBROS DE LA BANCA :
  • MAGNO FRANCISCO DE JESUS SANTOS
  • MARGARIDA MARIA DIAS DE OLIVEIRA
  • VANESSA SPINOSA
  • ITAMAR FREITAS DE OLIVEIRA
  • Data: 07-feb-2019


  • Resumen Espectáculo
  • 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.

7
  • ROSANGELA MONTEIRO ARAGÃO
  • THE TEACHING OF LOCAL HISTORY AS AN INSTRUMENT FOR THE CONSTRUCTION OF IDENTITY AND THE EXERCISE OF CITIZENSHIP

  • Líder : MARIA DA CONCEICAO GUILHERME COELHO
  • MIEMBROS DE LA BANCA :
  • HAROLDO LOGUERCIO CARVALHO
  • MARIA DA CONCEICAO GUILHERME COELHO
  • ROBERTO AIRON SILVA
  • JOSINEIDE SILVEIRA DE OLIVEIRA
  • Data: 12-feb-2019


  • Resumen Espectáculo
  • Among the growing challenges in the everyday life of teachers of Basic Education, mainly the teachers of History of the Public School Network, is the lack of interest of students in the content studied, this is due to the non-identification of these students as historical subjects and to the enormous difficulty in relating the discipline of History with the world in which they live. Faced of this problem, this work was elaborated from the debates fomented through the discipline of "Local History: uses and pedagogical potentialities", of the Professional Master's History of UFRN. As a way to arouse the students' interest and instigate their curiosity for learning, were introduced to the content of the discipline of history topics involving the local history, Historical and Cultural Heritage and the conservation and use of Memory in the construction of historical knowledge by students. Thus, it was proposed to the students of the 9th grade, from E.E. Dr. Manoel Villaça, a study of the impacts of the Second World War on the History of the Natal city, for which, was encouraged research in various sources, such as documentaries, internet, old photos and newspapers, a film about the aforementioned historical period, as well as interviews and reports of people who lived at the time. After the study of the researched materials, it was suggested that the students build a narrative about the subject using the material selected by them. This made them realize that history is also a narrative built from the selection and choice of sources used by each one. It was also realized that as students created relationships between global history and local history, they increased their interest in the discipline of history while at the same time they were able to make connections between the subjects worked in the classroom and their daily. The story studied in textbooks, before so distant and separate from their lives and their daily life, suddenly became alive and next. They perceived themselves as historical subjects capable of maintaining or modifying the society in which they live. Thus, this activity aroused in the students the interest for the discipline of History, while at the same time it incited in them their sense of belonging and self-recognition as historical subjects and citizens invested a historical identity

8
  • PEDRO HENRIQUE PARENTE DE MESQUITA
  •  In the "beats" of the beats and in the cadence of the "flow". Hip-hop, history teaching and racial identification.

  • Líder : MARIA EMILIA MONTEIRO PORTO
  • MIEMBROS DE LA BANCA :
  • ANA CARLA SABINO FERNANDES
  • LIGIO JOSE DE OLIVEIRA MAIA
  • MARIA EMILIA MONTEIRO PORTO
  • VANESSA SPINOSA
  • Data: 15-feb-2019


  • Resumen Espectáculo
  • 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.

9
  • MARLIA AGUIAR FAÇANHA
  • And what if told you another history: Gender and feminism in the teaching of history

  • Líder : HAROLDO LOGUERCIO CARVALHO
  • MIEMBROS DE LA BANCA :
  • HAROLDO LOGUERCIO CARVALHO
  • JOSE EVANGELISTA FAGUNDES
  • MARIA EMILIA MONTEIRO PORTO
  • ANA RITA FONTELES DUARTE
  • Data: 15-feb-2019


  • Resumen Espectáculo
  • This study aims to analyze the implications of the feminist and gender studies for the teaching of History, as well as, to work on the perspective of problematizing and addressing gender inequalities in the Integral School Professor EdmilsonPinheiro, in Maracanaú / CE, through the formation of the Gender Center of the EdmilsonPinheiro-NUGEP School, to study, discuss and bring activities related to gender issues to the school community. In the research was thought about the gender relations from the feminist studies and in a poststructuralist perspective, fundamentally based on the definitions of the historian Joan Scott. Methodologically, after a brief review of the historiography on women in history and the recent evolution of the Brazilian educational legislation, heir of the 1988 Constitution, the tools of ethnographic studies were used, focused on the participant observation of the core students and other students of the school , who participated or not in the activities proposed by the nucleus. The purpose of the formation of the nucleus is a proposal of intervention in the school, by the bias of the gender category, valuing the feminist studies, for the composition of the school as a democratic space and citizenship for all. The experience of the existence of a core year demonstrated the capacity of tensions for the teaching of History and for the school as a whole, in search of a form of work that valued the diversity of the students and the respect to the school community, and abandoned the traditional, linear, ethnocentric, and masculine view of history and school.

10
  • OSVALDO SANTOS FALCÃO
  • Human rights education in the teaching of history: dialogues between the school and a polarized society
  • Líder : HAROLDO LOGUERCIO CARVALHO
  • MIEMBROS DE LA BANCA :
  • HAROLDO LOGUERCIO CARVALHO
  • SEBASTIAO LEAL FERREIRA VARGAS NETTO
  • VANESSA SPINOSA
  • PAULO GIOVANI ANTONINO NUNES
  • Data: 16-feb-2019


  • Resumen Espectáculo
  • 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.

11
  • PAULO AIRTON PINTO DAMASCENO

  • SILENCE IN THE CLASSROOM! : Narrative Fights against the Silencing of Peripheral Groups through Non-Formal Teaching Models of the National History Olympiad (ONHB) and the OIH (National School Olympiad)

  • Líder : HAROLDO LOGUERCIO CARVALHO
  • MIEMBROS DE LA BANCA :
  • HAROLDO LOGUERCIO CARVALHO
  • SEBASTIAO LEAL FERREIRA VARGAS NETTO
  • VANESSA SPINOSA
  • CRISTINA MENEGUELLO
  • Data: 19-feb-2019


  • Resumen Espectáculo
  • El presente trabajo refleja la Didáctica Histórica pensando la Narrativa Tradicional de la enseñanza y la formación identitaria de los alumnos frente a los silencios y estereotipos acerca de grupos marginados por la historiografía. Así, pensando en los olvidos de la historiografía didáctica tradicional (masculina, blanca, eurocéntrica y enfocada en los documentos oficiales), sus permanencias en la enseñanza, a pesar de los debates y cambios de la historiografía académica, elencamos el silencio como eje central de este proyecto. En el caso de los tres grupos, que a pesar de sus especificidades, serán pensados a partir del silenciamiento que los aproxima: pensaremos lo femenino, el indígena brasileño, la afrobrasilidad y sus lugares en la narrativa histórica nacional. Analizamos esta práctica narrativa a partir de conceptos teóricos como Conciencia Historia, Experiencia vicaria, Decolonialidad e Identidad colectiva, para intentar comprender los cambios y permanencias narrativas sobre estos grupos. Iniciaremos analizando los materiales didácticos tradicionales, utilizados en sala, buscando las estructuras que amparan las permanencias o permiten los cambios. Percibiendo la necesidad de ir más allá de la práctica del aula, saldremos del análisis estricto de la disciplina histórica escolar. Pensando la escuela como un constructo múltiple de significaciones y sentidos, formado por relaciones humanas, sociales, políticas y educativas que dialogan, se apropia y resignifica las relaciones sociales que la rodean, así definimos el concepto de "Complejo Escolar". Analizamos su historicidad, sus transformaciones y la estructuración que organiza las resistencias a los modelos libertarios de educación. Buscaremos las experiencias de enseñanza no formal que puedan, dentro del contexto de la educación digital, redefinir la relación de la escuela con los grupos periféricos y acoger un producto didáctico que pueda actuar en la construcción narrativa de nuestra historia colectiva. Dentro del modelo de Olimpiadas del Conocimiento, nos ocuparemos sobre la Olimpiada Nacional en Historia de Brasil (ONHB), analizando sus métodos, sistemas y modelos, percibiendo el abordaje historiográfico de ésta sobre los grupos periféricos. A partir de estos modelos y después de este trayecto praxeológico, estructuraremos, como Producto Didáctico, las Olimpiadas Internas de Humanidades (OIH), y la red Baobá - un juego didáctico y un sistema colaborativo de intercambio de materiales y actividades - herramientas que permitan la emergencia de las emergencias voces, rostros y experiencias de los grupos marginados por la Historia tradicional enseñada y por la sociedad, en una adecuación de la enseñanza al mundo de la educación de la era digital. Pensando en la identificación de los alumnos con nuestra historia y memoria colectiva, en la pertinencia y relevancia de la historia enseñada en la formación de los educandos.

12
  • HALISSON SEABRA CARDOSO
  • THE SCHOOL THAT THEY WANT: INDIGENOUS SCHOOL EXPERIENCE IN THE CATU COMMUNITY OF ELEOTÉRIOS (2009 - 2018).

  • Líder : LIGIO JOSE DE OLIVEIRA MAIA
  • MIEMBROS DE LA BANCA :
  • EDSON HELY SILVA
  • JOSE EVANGELISTA FAGUNDES
  • LIGIO JOSE DE OLIVEIRA MAIA
  • SEBASTIAO LEAL FERREIRA VARGAS NETTO
  • Data: 26-feb-2019


  • Resumen Espectáculo
  • 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.

13
  • JONATHAN DE FRANÇA PEREIRA
  • RELATIONSHIPS BETWEEN THE THOUGHT HISTORY AND THE LIVING HISTORY:THE POINT OF VIEW OF INDIGENOUS PEOPLE.

  • Líder : SEBASTIAO LEAL FERREIRA VARGAS NETTO
  • MIEMBROS DE LA BANCA :
  • EDSON HELY SILVA
  • JOSE EVANGELISTA FAGUNDES
  • LIGIO JOSE DE OLIVEIRA MAIA
  • SEBASTIAO LEAL FERREIRA VARGAS NETTO
  • Data: 26-feb-2019


  • Resumen Espectáculo
  • This work aims to develop possibilities to approach the history of indigenous peoples in basic education classrooms, offering subsidies to transform crystallized representations and stereotypes about these groups. In this sense, it is a reflection on ways of constitution of indigenous identities as a result of choices within specific historical (political and social) contexts; and, concomitantly, from this perspective, we focus on concepts and structuring categories for the elaboration of historical knowledge.

14
  • ILDEGARDE ELOUISE ALVES
  • Ceará-Mirim de Madalena Antunes: paths for biographical work in the teaching of history. 
  • Líder : RAIMUNDO NONATO ARAUJO DA ROCHA
  • MIEMBROS DE LA BANCA :
  • MARIA DA CONCEICAO GUILHERME COELHO
  • RAIMUNDO NONATO ARAUJO DA ROCHA
  • VANESSA SPINOSA
  • ANDRÉ VICTOR CAVALCANTI SEAL DA CUNHA
  • Data: 08-mar-2019


  • Resumen Espectáculo
  • 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.

     

2018
Disertaciones
1
  • FERNANDO VASCONCELOS BENEVIDES
  • A light for Teaching History in Fortaleza: the construction of citizenship through an Heritage Education project with the Mucuripe Lighthouse

  • Líder : JOSE EVANGELISTA FAGUNDES
  • MIEMBROS DE LA BANCA :
  • JOSE EVANGELISTA FAGUNDES
  • MARIA DA CONCEICAO GUILHERME COELHO
  • ROBERTO AIRON SILVA
  • CÍCERO JOAQUIM DOS SANTOS
  • Data: 01-sep-2018


  • Resumen Espectáculo
  • The present work has the aim of contributing to History Teaching, whose purpose is the development of citizens, in other words, conscious individuals who are historical subjects and have a social role. The formation of a "historical consciousness", concept of the German historian Jörn Rüsen, is the reason for the existence of History Teaching. Therefore, the study of this concept is the theoretical framework for this research. To achieve our goal, it will be presented a detailed project involving Heritage Education to be applied in eighth grade classes of the Ensino Fundamental (Middle School) in Fortaleza. This project should be applied by History teachers along with the support of their teaching institutions. The proposed methodology will use Historical Heritage, more specifically the old Farol do Mucuripe (Mucuripe Lighthouse), as a didactic resource for the learning of History and the exercise of citizenship. This work proposes to make the students identify problems in the current situation of abandonment and deterioration of the old lighthouse building located in the community of Serviluz, in the Cais do Porto neighborhood. The students will analyze the historical importance of the building and propose solutions to its current state of abandonment, contributing to their citizen development and social participation. Throughout execution, students will answer questions such as: Why should the building be preserved, and what use should be given to it? The application of this project will be done using the principles of Heritage Education as a didactic methodology, that is, the identification, evaluation, and appraisal of historical heritage. Through the study of Historical Consciousness, it is possible to map the student's learning and, thus, identify their development as citizens.

2
  • ALESSANDRA MICHELLE ALVARES ANDRADE
  • THE MEMES’S USE IN CLASSROOM: A DIDACTICAL POSSIBILITY IN THE HISTORY CLASSES

  • Líder : HENRIQUE ALONSO DE ALBUQUERQUE RODRIGUES PEREIRA
  • MIEMBROS DE LA BANCA :
  • HENRIQUE ALONSO DE ALBUQUERQUE RODRIGUES PEREIRA
  • HAROLDO LOGUERCIO CARVALHO
  • VANESSA SPINOSA
  • IRANILSON BURITI DE OLIVEIRA
  • Data: 04-sep-2018


  • Resumen Espectáculo
  • 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.

3
  • OLGA SUELY TEIXEIRA
  • Local History as a path to significant teaching of History in the early years

  • Líder : MARGARIDA MARIA DIAS DE OLIVEIRA
  • MIEMBROS DE LA BANCA :
  • MARGARIDA MARIA DIAS DE OLIVEIRA
  • JULIANA TEIXEIRA SOUZA
  • RAIMUNDO NONATO ARAUJO DA ROCHA
  • MARTA MARGARIDA DE ANDRADE LIMA
  • Data: 11-sep-2018


  • Resumen Espectáculo
  • This work was dedicated to reflect on the teaching practices currently practiced in the history classes of the initial years, aiming to make the teaching-learning process of the discipline in this educational segment meaningful, based on an identified question on the school floor and using methodologies such as bibliographic research and observations in the classroom environment. Initially, the hypothesis that a work that relates the historical contents to the daily life experienced by children appeared as the most viable solution to the problems identified in the evolution of the research. In this sense, the use of local history presented itself as a relevant instrument for the appropriation of content. At the moment, the work continues, with no conclusive results, only some inferences, demonstrated in the text presented here.

4
  • ÍCARO AMORIM MARTINS
  • THE TEACHING OF HISTORY AND BRAZILIAN MULTIETNICITY IN SCHOOL:

    EDUCATION FOR RELATIONSHIPS BETWEEN "PEOPLE" OF ALL COLORS

  • Líder : JULIANA TEIXEIRA SOUZA
  • MIEMBROS DE LA BANCA :
  • JULIANA TEIXEIRA SOUZA
  • FRANCISCO DAS CHAGAS FERNANDES SANTIAGO JUNIOR
  • MARGARIDA MARIA DIAS DE OLIVEIRA
  • MARIA TELVIRA DA CONCEIÇÃO
  • Data: 27-sep-2018


  • Resumen Espectáculo
  • 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

5
  • CÍCERA TAMARA GRACIANO LEAL DA SILVA FERNANDES
  • RESEARCH AND TEACHING IN SCHOOL HISTORY:  The Urban Context of Terezinha Paulino School in Natal-RN

  • Líder : ROBERTO AIRON SILVA
  • MIEMBROS DE LA BANCA :
  • MARGARIDA MARIA DIAS DE OLIVEIRA
  • RAIMUNDO NONATO ARAUJO DA ROCHA
  • ROBERTO AIRON SILVA
  • ITAMAR FREITAS DE OLIVEIRA
  • Data: 13-dic-2018


  • Resumen Espectáculo
  • The urban context of Escola Municipal Professora Terezinha Paulino de Lima, a bordering and peripheral space in the  denominated Administrative North Region of Natal, presents specificities that need to be incorporated as answers to the pursuit of a meaningful History teaching in the final years of Elementary School. Its students that live in Natal, São Gonçalo do Amarante and Extremoz, face the same challenges and create identity bonds in a place that experiences a visible process of urban transformation and has stereotypes and prejudices that generate stigmatization. Defending a school History teaching built on current problems; conceiving the local scope as History per se; perceiving how the study about the materiality of the city is important for the understanding of the past; and in search of an education for citizenship, this research has as main purpose to relate the students’ social reality of the surrounding environment to the studies of History.  About this space it is still pursuit: to determine how its urban growth happened; to conduct a survey about its local memory narratives; and, from field classes, to produce a teaching material as an analytical and critical script for the construction of the historical knowledge by the students. For this purpose, the goal is that the students  become their own knowledge builders, working with main principles of historical research, theoretical and empirical, by the comprehension that the school teaching also produces its own historical knowledge.

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