Banca de DEFESA: ÉRIKA PATRICIA DAMASCENA DA SILVA

Uma banca de DEFESA de MESTRADO foi cadastrada pelo programa.
STUDENT : ÉRIKA PATRICIA DAMASCENA DA SILVA
DATE: 23/03/2026
TIME: 15:00
LOCAL: Videoconferência
TITLE:

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KEY WORDS:

History Teaching; Historical Time; Historical Consciousness; Timeline; Workshop-
Class; Local History.

 

PAGES: 89
BIG AREA: Ciências Humanas
AREA: História
SUMMARY:

This dissertation addresses the teaching of History in the 6th grade of Elementary School,
focusing on the construction of the concepts of History and Historical Time through the
development of students’ life timelines. The study arises from the problem of students’
difficulties in understanding notions such as periodization, causality, change and continuity,
combined with frequent demotivation in public education contexts. The general objective is to
promote the understanding of these concepts through a didactic sequence. The specific objectives
are: to identify students’ prior knowledge, to understand the relevance of historical concepts in
the learning process, and to construct notions of History and Historical Time based on students’
personal trajectories. The methodology is grounded in a qualitative research-intervention
approach, structured according to the workshop-class model proposed by Isabel Barca. The
research instruments included an initial diagnostic assessment, activities developed throughout
the didactic sequence, written and iconographic records, and oral feedback. The analysis
considered categories such as periodization, continuity, rupture, and causality. The pedagogical
intervention involved the creation of individual timelines centered on students’ life experiences
and a collective timeline connected to the local history of Bento Fernandes, incorporating visual
sources, oral narratives, and community documents. The qualitative analysis of students’
productions revealed advances in their understanding of historical time, their ability to establish
relationships between past, present, and future, and their recognition of themselves as historical
subjects embedded in broader social processes. The results indicate that the articulation between
personal memory, local history, and conceptual mediation fosters the development of historical
consciousness and contributes to making History teaching more meaningful. As an educational
product, this dissertation presents a structured Workshop-Class proposal, accompanied by
methodological guidelines and suggestions for classroom implementation, aiming to support
teaching practices that promote the active construction of historical knowledge in Elementary
Education.

 

COMMITTEE MEMBERS:
Externa ao Programa - 3144694 - ALINY DAYANY PEREIRA DE MEDEIROS PRANTO - nullInterno - 2310142 - AZEMAR DOS SANTOS SOARES JUNIOR
Interno - 1088824 - RAIMUNDO NONATO ARAUJO DA ROCHA
Externa à Instituição - VÂNIA CRISTINA DA SILVA