Mestrado Profissional em Ensino de História (FH)

URI Permanente para esta coleçãohttp://200.137.215.59/tede/handle/tede/11866

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Anatomia da fake history: casos, características e motivações. infográficos didáticos para o ensino de História na Educação Básica
(Universidade Federal de Goiás, 2025-10-22) Santos, Israel Ferreira dos; Mendes, Breno; http://lattes.cnpq.br/6212911842793379; Mendes, Breno; http://lattes.cnpq.br/6212911842793379; Ramalho, Walderez Simões Costa; http://lattes.cnpq.br/9839983094596642; Salomon, Marlon Jeison; http://lattes.cnpq.br/0631789010231492
The central objective of this dissertation is to analyze Fake History (FH) in its multiple manifestations, characteristics, motivations, and impacts on historical knowledge. The research organized the concept through a typological model represented in the ―Four Circles Diagram‖: (I) Historical fact; (II) Discourse about the past with the appearance of being true; (III) Motivation by the pursuit of some benefit; and (IV) Intentional adulteration of historical evidence. Subsequently, illustrative cases of FH were examined, such as the narratives about the nose of the Sphinx of Giza, Holocaust denial, and the silencing/minimization of the Holodomor. As a product, didactic infographics were developed to foster critical historical consciousness and epistemic virtues among students. It is expected that the infographics produced will serve as effective and practical resources to combat FH, promote critical thinking, and strengthen the teaching of History in Basic Education.
Adesão e resistência: diferentes posturas dos profissionais da educação em Goiânia frente aos ataques reacionários contra a educação pública entre 2004 e 2018
(Universidade Federal de Goiás, 2025-09-05) Ribeiro, Daniel Cardoso; Maciel, David; http://lattes.cnpq.br/3587511267893434; Maciel, David; http://lattes.cnpq.br/3587511267893434; Sá, Roger dos Anjos de; http://lattes.cnpq.br/3035763347045970; Ulhôa, Clarissa Adjuto; http://lattes.cnpq.br/9030541253961099
This dissertation aims to investigate how tenured and stable teachers from the public school system in the city of Goiania (GO), Brazil, responded to the proposals of the "Escola Sem Partido" (School Without Party) Movement between 2004 and 2018. The research is grounded in the understanding that the Brazilian educational field has been a site of intense ideological and symbolic disputes, particularly after the emergence of conservative initiatives aimed at limiting the critical role of education by imposing discourses of political and ideological neutrality. Using historical materialism as the analytical method, the study seeks to understand the relationships among ideology, symbolic domination, censorship, and self-censorship within the educational context. Interviews were conducted with public school teachers, along with document analysis and observations of social media content. The focus is placed on tenured teachers with job stability, as they are understood to possess greater freedom to position themselves on sensitive issues and political controversies without immediate fear of contractual retaliation. The study demonstrates that, in addition to the already well-known structural difficulties faced by educators—such as low wages, precarious working conditions, and social devaluation—these professionals now face a new kind of pressure: ideological surveillance by conservative groups who accuse teachers of political and moral indoctrination in classrooms. The "Escola Sem Partido" Movement is analysed as a catalyst for these tensions, functioning as a tool of discursive control and delegitimization of critical pedagogical practice. Beyond the analysis of the impacts of these pressures on teachers, the dissertation also presents a pedagogical product resulting from the research: a series of educational podcasts aimed at the continuing education of History teachers. The podcast is approached as a counter-hegemonic tool capable of contesting narratives in the digital environment, which is traditionally occupied by conservative and revisionist discourses. Sensitive topics such as racism, military dictatorship, gender, misogyny, and vaccination are addressed in the episodes, with the aim of providing theoretical and practical support for teaching practices committed to human rights, plurality, and democracy. The dissertation defends the idea that school is a space of symbolic and epistemological dispute, where teaching cannot be neutral, but must be committed to critical and emancipatory practice. The figure of the "curator-teacher" emerges as an alternative to the "conservative influencer-teacher," who uses their authority to reinforce traditionalist and moralist values. In this sense, the production of educational content in podcast format is presented as a relevant didactic strategy, as it fosters qualified listening, theoretical depth, and the strengthening of pedagogical practices aligned with critical thinking.
Cultura Digital, História Pública e Produção Audiovisual: orientações didáticas para o ensino de história
(Universidade Federal de Goiás, 2025-11-07) Amorim, Pedro Henrique Santiago Gomes; Capel, Heloisa Selma Fernandes; http://lattes.cnpq.br/0202627724737454; Capel, Heloisa Selma Fernandes; http://lattes.cnpq.br/0202627724737454; Gomes, Ivan Lima; http://lattes.cnpq.br/0575667160905102; Reznik, Luis; http://lattes.cnpq.br/9171209579621221
The advancement of digital technologies and the popularization of YouTube as a platform for sharing historical content have significantly impacted the teaching of history. This dissertation investigates the relationship between digital culture, public history, and history education, focusing on audiovisual production as a methodological strategy. The study analyzes how students interact with historical content in digital environments and how video production can be incorporated into pedagogical practices to promote active and critical learning. Adopting a qualitative approach based on bibliographic review and teaching experience, the research examines the use of YouTube as a teaching tool, highlighting its potentialities and challenges, as well as discussing teaching methodologies that foster student protagonism in video production. The dissertation also engages with the fields of digital history and public history, reflecting on the role of historians and educators in mediating historical content in digital contexts. The results indicate that the use of audiovisual resources in history teaching encourages critical thinking, creativity, and the analysis of historical sources by students. However, challenges such as content curation, lack of pedagogical regulation, and the need for historical-digital literacy are identified as barriers to the effective incorporation of these technologies in the classroom. Thus, teacher mediation is essential so that the use of audiovisual media contributes to meaningful historical learning, avoiding the uncritical reproduction of narratives andfostering students’ active engagement in the construction of historical knowledge.
O quilombo Vó Rita - Trindade - GO: uma proposta de tour virtual na perspectiva dos patrimônios sensíveis
(Universidade Federal de Goiás, 2025-11-06) Soares, Mariana Archanjo; Nicolini, Cristiano; http://lattes.cnpq.br/3877723227851587; Nicolini, Cristiano; Bonete, Wilian Junior; Freire Junior, Josias José
This dissertation investigates the Quilombo Vó Rita, located in Trindade, Goiás, Brazil, and presents a proposal for a virtual tour as a history teaching strategy from the perspective of sensitive heritage. The study aims to problematize the process of heritage education in the municipal public school system, highlighting how the recognition and appreciation of intangible heritage—particularly those linked to Afro-Brazilian resistance and identity—can contribute to multiperspective historical learning and the promotion of social justice. The theoretical framework draws on authors such as Scifoni, Florêncio, and Tolentino (heritage education), Lima and Meneghello (sensitive heritage), Nora (memory), and Alves (history teaching and virtual reality), engaging with related research but standing out for its unprecedented approach to a virtual tour in an urban quilombola context. Methodologically, this is a qualitative, descriptive, exploratory, bibliographic, and field research, developed through visits and interviews within the community, historical surveys, and the creation of a virtual tour hosted on an interactive digital platform. The results indicate the persistent social and historical invisibility of the Quilombo Vó Rita, even after its recognition by the Fundação Cultural Palmares in 2009, and reveal that heritage education, when articulated with digital resources, expands access to silenced narratives, strengthens the sense of belonging, and enables immersive experiences that foster respect for cultural diversity. It is concluded that the virtual tour constitutes an innovative educational product, capable of integrating traditional knowledge and digital technologies, fostering intercultural dialogue, valuing local memories, and promoting the inclusion of quilombola communities within the contemporary Brazilian educational and heritage landscape.
Os Eixos que se cruzam (e permanecem): o risco da história única no ensino de História do Distrito Federal
(Universidade Federal de Goiás, 2025-08-29) Alves, Allan Domingos Borges; Magalhães, Sônia Maria de; http://lattes.cnpq.br/8841367325340262; Magalhães, Sônia Maria de; http://lattes.cnpq.br/8841367325340262; Langaro, Jiani Fernando; http://lattes.cnpq.br/9918372985460845; Ribeiro, Lucas Pires; http://lattes.cnpq.br/2221710533580812
This research aims to analyze the narrative axes present in the teaching of the History of the Federal District as depicted in school textbooks, identifying elements of a dominant historical culture and counter-narratives related to Brasília's history. Three textbook collections were analyzed: two widely adopted through the National Textbook Program (PNLD) between 2010 and 2015, and a third extensively used in private schools since 2002. These textbooks, currently discontinued, constitute remnants of school material culture, revealing what was once intended to be taught about the past of the Federal District. The study begins by examining how an official, hegemonic narrative about Brasília was constructed within historiography and how it was later challenged by other historiographical movements. Four key characteristics of this dominant narrative were identified—referred to as narrative axes—and used as analytical categories to examine the collections, highlighting both their continuities and ruptures. The methodology employed was content analysis, emphasizing similarities and differences among the collections and identifying traces of permanence and divergence from a "single history" of Brasília. Finally, five thematic workshops are proposed, based on the methodology of “History Workshops,” centered on the analysis of historical documents by students. The activities address topics such as migration, pre-existing populations, female invisibility, forced evictions, and police violence, aiming to foster critical learning about both the local past and the processes of historical knowledge production. This dissertation thus contributes to the teaching of the History of the Federal District in basic education by problematizing and overcoming traditional hegemonic representations
Ensino de História e a implementação da Lei 10.639/2003: uma análise do tema em livros didáticos
(Universidade Federal de Goiás, 2025-08-28) Silva, Edicarlos Alvino da; Nazareno, Elias; http://lattes.cnpq.br/1486334927436240; Nazareno, Elias; Araújo, Ordália Cristina Gonçalves; Cardoso, Ludimila Stival
The dissertation aims to analyze, through a bibliographic review, the theoretical and conceptual perspectives for the promotion of antiracist education, with an emphasis on the teaching of History, as well as how Law 10.639/2003 has been implemented in schools. The six volumes of the collection Diálogos em Ciências Humanas (Human Sciences and Applied Social Sciences Area), by Cláudio Vicentino, Eduardo Campos, and Eustáquio de Sene, intended for high school education, will be analyzed in order to assess whether these textbooks address the ethnicracial theme adequately or superficially—whether they effectively contribute to promoting antiracist awareness, or, on the contrary, disseminate stereotypes and prejudices against Black people and Indigenous peoples. The research adopts a qualitative, exploratory approach and uses the bibliographic review method, carried out in academic databases such as the CAPES Journal Portal, SciELO and Google Schoolar . The discussions are based on the theoretical contributions of authors such as Kabengele Munanga, Nilma Lino Gomes, Petronilha Gonçalves, Sueli Carneiro, Lélia Gonzalez, Cida Bento, Djamila Ribeiro, Circe Bittencourt, among others who address the topic. As an educational product, the research will provide the development of a didactic sequence, having capoeira as the central theme—an Afro-Brazilian cultural expression of resistance—to support pedagogical practices aimed at confronting and combating racism in schools. This product will specifically aim to offer complementary didactic-pedagogical resources to assist high school teachers.
O movimento negro e o ensino de história: contribuições para a formação de historiadores docentes na construção de uma educação antirracista
(Universidade Federal de Goiás, 2025-07-25) Oliveira, Marcondes Silva de; Magalhães, Sônia Maria de; http://lattes.cnpq.br/8841367325340262; Sousa, Cleusa Teixeira de; Cardoso, Vanessa Clemente; Magalhães, Sônia Maria de
The central objective of this research is to analyze the importance of addressing the History of the Black Movement (Movimento Negro – MN) within the context of History teaching, with emphasis on its implications for the Education of Ethnic-Racial Relations (Educação das Relações Étnico-Raciais – ERER). The study starts from the enactment of Law 10.639/2003, which made the inclusion of AfroBrazilian History and Culture mandatory in the school curriculum, to investigate its implementation and the challenges faced over more than 20 years. The research adopts a qualitative approach, using bibliographic research through an integrative review of authors from the fields of Historical Education and ERER, such as Rüsen, Koselleck, Schmidt, Barca, Gomes, Moura, Gonzales, and Domingues; a documentary analysis of curricular guideline: Base Nacional Comum Curricular (BNCC), Novo Ensino Médio (NEM) e Currículo em Movimento do Novo Ensino Médio (CMNEM-DF); and a systematic review of ProfHistória dissertations from 2016 to 2023. In addition, an integrative review of the history of the Black Movement was conducted. The main goal is to investigate the role of the MN and its implications for the teaching of History. The outcome was the creation of an educational booklet on the MN and History Teaching for teachers, students, and researchers. This material aims to support pedagogical practices, encouraging educators to develop educational approaches that challenge stereotypes and prejudice, while promoting the protagonism of Black experiences and fostering anti-racist education.
Jovens historiadores: a historia oral como um caminho didático para o ensino de história no 6° ano do ensino fundamental II
(Universidade Federal de Goiás, 2025-09-26) Silva Júnior, Demercino José; Araújo, Alexandre Martins de; http://lattes.cnpq.br/6195011167649888; Araújo, Alexandre Martins de; Nicolini, Cristiano; Cavalcante, Ângelo Silva
This dissertation investigates the use of Oral History in the teaching of History for 6th-grade students of Elementary School II. It proposes the use of Oral History as a didactic-pedagogical strategy for the study of historical content, from the perspective of valuing local memories and promoting student protagonism. The study aims to identify the state of the art of research related to History education and the use of Oral History, evaluating its potential as a methodological tool and a generator of meaningful content for students. The goal is to contextualize a History teaching approach that emphasizes active student participation, supporting the development of historical thinking, awareness of the individual’s role in society, and the recognition of historically marginalized narratives. Based on discussions from a literature review and classroom experiences, the research resulted in the creation of a teaching guide, which provides orientations and suggestions for teachers, as well as activities and pedagogical reflections that use Oral History as a resource to engage students in studying the past and their own communities. The teaching guide aims to equip History teachers with a practical material to approach historical content through Oral History, fostering student protagonism, collective knowledge construction, and the development of critical, ethical, and civic competencies, in accordance with the guidelines of the Brazilian National Common Core Curriculum and the principles of a democratic, inclusive, and culturally meaningful education.
Patrimônio desvelado: história e memória afro-brasileira no patrimônio cultural de Jaraguá/GO
(Universidade Federal de Goiás, 2025-08-13) Correia, Elilza Rodrigues; Oliveira, Alcilene Cavalcante de; http://lattes.cnpq.br/0849650918660622; Oliveira, Alcilene Cavalcante de; Freitas, Lúcia Gonçalves de; Campos, Yussef Daibert Salomão de
This research aims to develop a proposal for History teaching based on the Heritage Education methodology, articulated with the Guidelines for Ethnic-Racial Relations Education. Through the study and problematization of the cultural heritage of Jaraguá/GO, it seeks to identify and understand the representations and silences involving the history and memory of the local AfroBrazilian population. The investigation analyzes how power relations influence the construction of historical narratives and the valorization (or marginalization) of tangible and intangible cultural heritage associated with the Afro-descendant community. As a result, the research proposes educational material for teachers and students in basic education, especially those in the final years of elementary school and in high school, structured in an interactive map that presents spaces in the city’s historic center related to Afro-Brazilian history, promoting a critical approach to local history.
O ensino de história do Gama-DF: explorando a história oral e a memória por meio de crônicas (1960-2000)
(Universidade Federal de Goiás, 2025-06-25) Lacerda, Diogo Ferreira; Langaro, Jiani Fernando; http://lattes.cnpq.br/9918372985460845; Langaro, Jiani Fernando; http://lattes.cnpq.br/9918372985460845; Portela, Cristiane de Assis; http://lattes.cnpq.br/3784712778116925; Gomide, Cristina Helou; http://lattes.cnpq.br/2676997228526690; Nicolini, Cristiano; http://lattes.cnpq.br/3877723227851587
The dissertation's object of study is the history of the city of Gama-DF, one of the administrative regions of the Federal District. It proposes, through oral history research, the construction of the city's trajectory based on the conception of Brasília and the creation of chronicles as pedagogical tools. It aims to create a local history, made invisible by the hegemonic narrative of transfer and construction of the capital, prevalent in history teaching curricula. The intention of the research is to contribute with pedagogical material that can fill this gap and bring basic education students closer to the history of their city, which has a different reality and historical process than Brasilia's Pilot Plan. The work aims to promote critical and historical understanding among students about their place and local identity. The methodology adopted includes research in oral history with the memory of residents who experienced important moments in the city's history, in addition to dialogue with the historiography of the Federal District and articles from the Correio Braziliense newspaper. As a result of the discussions, a pedagogical notebook was developed that addresses the history of the city using the literary genre ―chronicle‖. Therefore, as a didactic proposal, a pedagogical notebook with guidelines and suggestions for teachers is presented, consisting of six chronicles, in addition to various pedagogical activities and reflections to be applied to students.
Fanzines, transgressão e existência! Discussões sobre lesbianidades no ensino de história a partir da produção escrita de Vange Leonel entre 1997-2011
(Universidade Federal de Goiás, 2025-06-09) Silva, Ana Carolina do Carmo; ; Soares, Ana Carolina Eiras Coelho; http://lattes.cnpq.br/6593268782293837; ; Soares, Ana Carolina Eiras Coelho; http://lattes.cnpq.br/6593268782293837; Schmidt, Benito Bisso; http://lattes.cnpq.br/3067875155143249; Ulhoa, Clarissa Adjuto; http://lattes.cnpq.br/9030541253961099
This work aims to promote a pluralistic historical narrative that makes lesbian existences visible, by addressing the representation of lesbianism in the teaching of History. It focuses on the life trajectory and written works of Vange Leonel, produced between 1997 and 2011. Additionally, the research seeks to challenge culturally naturalized discourses on sexuality and lesbianism, moving beyond a strictly disciplinary approach—though without disregarding it—by incorporating perspectives that encompass feelings, affections, desires, pleasures, and the political dimension. As a propositional element, the study includes the creation of a collection of thematic fanzines designed to foster reflection, discussion, and contextualization of lesbianism, highlighting both its continuities and discontinuities.
Memórias da ditadura militar em Brasília: mapeamento digital como proposta para o ensino de história
(Universidade Federal de Goiás, 2025-04-25) Oliveira, Lorran Santos de; Langaro , Jiani Fernando; http://lattes.cnpq.br/9918372985460845; Langaro, Jiani Fernando; Cavalcanti Junior, Ary Albuquerque; Nicolini , Cristiano
This research focuses on the possibilities and conditions of building (or reconstructing) memories of the military dictatorship (1964-1985) in a virtual environment, specifically on Google's My Maps. To achieve our objectives, we will dialogue with digital history and public history to identify the theoretical-methodological aspects that permeate the historiographical exercise in digital environments, and how this can enhance the development of digital objects for teaching history. Furthermore, with regard to teaching the history of the Brazilian military dictatorship, the connections between learning situations with digital resources and the debate on teaching sensitive issues guided reflections on possible pedagogical interventions on this topic. The expected result is to use Google's My Maps application to identify physical locations in Brasília that have relationships with the memories of the military dictatorship and, from these spaces, weave historical narratives into the digital resource itself with the help of texts, testimonies, locators , photos, videos and hyperlinks, producing a cartography of memories that can be used as a digital teaching resource for teaching history.
O ensino de história e a historicidade dos cursos de formação do Sinpro-DF
(Universidade Federal de Goiás, 2025-03-10) Gomes, Carlos Henrique de Freitas; Silva, Luiz Sérgio Duarte da; http://lattes.cnpq.br/4317054127961589; Silva, Luiz Sérgio Duarte da; Magalhães, Sônia Maria de; Capel, Heloísa Selma Fernandes; Couto, Kátia Cilene do
This dissertation examines the historicity of the training courses of the Teachers' Union of the Federal District (SINPRO-DF), contextualizing them in the development of the union movement. The importance for History Teaching is to bring to teachers the relevance of the union structure as a way of understanding the political-salary structures of search and guarantee of rights for the category, in addition to constituting an identity factor of cohesion. To this end, the present study analyzes the evolution of labor relations, from the Paleolithic to the present day, focusing on the formation and performance of unions as important social actors. The main objective is to understand the role of SINPRO-DF training courses in the construction of identity and mobilization of the teaching category. Using qualitative methodology, the research was based on documentary and bibliographical analysis, including material from the newspaper Correio Braziliense and the union's own material, such as the periodical Quadro Negro, with emphasis on coverage of the 2012 strike. The analysis of the 2012 strike revealed the importance of union training in organizing and leading protest movements, even in ideologically similar contexts. The union training courses, structured in partnership with the Central Única dos Trabalhadores (CUT), play a strategic role in preparing leaders and raising awareness among teachers about labor rights and collective struggles. In the proposal section, a comic strip was presented with the objective of presenting concepts related to Work, Social Movements and Training and History of SINPRO-DF, with the aim of bringing to the attention of the Teaching and Educational Guidance Careers of the Federal District basic concepts for understanding their own union history. It is concluded that SINPRO-DF training courses are fundamental instruments for maintaining the political strength of the union and for the continuous defense of the interests of the teaching category, in a scenario of transformations in labor relations and challenges to the union movement.
O Campo do Céu Brasileiro: A história dos meteoritos Campinorte e Uruaçu e a criação do Hall dos Meteoritos
(Universidade Federal de Goiás, 2024-12-18) Almeida, Douglas Cesar de; Salomon, Marlon Jeison; http://lattes.cnpq.br/0631789010231492; Salomon, Marlon Jeison; Magalhães, Marcelo de Souza; Mendes, Breno
The dissertation discusses the history, historiography, patrimonialization, musealization and teaching related to meteorites based on bibliographical review, documentary research and empirical research in the classroom. The objective was to rescue the stories of the Campinorte and Uruaçu meteorites through interdisciplinary teaching experiences in the classroom in order to explore these micro-histories and their possibilities for intervention in pedagogical practice. Initially, we reconstruct the history of meteorites and meteoritics, on a global and national scale, highlighting the main historical facts related to meteoritic science in the world and in Brazil, at the same time, we bring some suggestions of sources and methodological and historiographical contributions for future researchers and teachers who want to explore micro-histories related to meteorites in a local dimension. We also discuss the patrimonialization and musealization of meteorites, emphasizing the need for preservation and conservation of meteorite sites, and describing the main difficulties related to the musealization and monumentalization of meteorites in the country. We then debated the potentialities and limitations of using meteoritics as an object of knowledge in teaching-learning, based on the content analysis of the curricular matrices, the interfaces between the teaching of history of science with the HPS, STSE and STEAM approaches, with suggestion to adopt a new approach based on playfulness, scientific hobbies, amateurism and the principles of citizen science articulated with project-based learning. We also bring some suggestions for educational actions that can be adopted by teachers, as well as some teaching experiences arising from empirical research carried out in the classroom based on the reconstruction of the history of the Campinorte and Uruaçu meteorites. As conclusions, it was verified that meteorites are an object of knowledge that is little explored in teaching, but that it is an attractive topic to the public and that can bring a certain identity to a location, as well as being a way of stimulating the interdisciplinary teaching of history, sciences and the history of science in a local dimension. Therefore, we chose as a teaching proposal the creation of an exhibition of meteorites, of an itinerant, semi-permanent or permanent nature, with a focus on the creation of exhibition panels based on digital art, display of meteorites, impactites, fulgurites, lightning stones and objects of material culture related to meteorite culture and we bring a tutorial for installing meteor monitoring cameras for video captures of meteors, fireballs and bolides.
Novo ensino médio e o ensino do componente curricular de história para o Estado de Goiás (1988-2017)
(Universidade Federal de Goiás, 2024-11-28) Castro, Márcio Schiavinato de; Capel , Heloísa Selma Fernandes; http://lattes.cnpq.br/0202627724737454; Capel , Heloísa Selma Fernandes; Nicolini, Cristiano; Silva, Mônica Martins da
This research, based on documentary and bibliographic studies, aims to understand the implications of Law 13.415/2017, which established the New High School and determined a new national curriculum framework, known as the Common National Curricular Base (BNCC). The expectation through this investigation is to try to understand how the process of re-signification of high school took place, analyzing the discussions that involved the construction of the BNCC, as well as the political and business interests embedded in the consolidation of the New High School and in the development of the Goiás High School Curriculum Document (DC-GOEM). It is understood that the resurgence of the concepts of competencies and skills, along with the discourse of education flexibility, promotes the dilution of content in favor of a technocratic-business logic that imposes a precarious teaching model. The propositional part of this dissertation involves the creation of a Guiding Notebook, designed for basic education teachers, containing the history, foundations, and key debates surrounding the implementation of the New High School and its impacts on the history curriculum component in the State of Goiás.
Reterritorializando o Ensino de História Indígena a Partir da Perspectiva de Tempo e História do Povo Javaé
(Universidade Federal de Goiás, 2024-10-04) Manrique, Tâmara Neiva Costa; Nazareno, Elias; http://lattes.cnpq.br/1486334927436240; Nazareno, Elias; Silva , Lorrane Gomes da; Magalhães, Sônia Maria de
The dissertation "Reterritorializing the Teaching of Indigenous History from the Perspective of Time and History of the Javaé People" addresses the epistemologies of the Javaé Indigenous people, who inhabit the Araguaia-Tocantins ethnoregion on Bananal Island, Tocantins. The objective is to examine how this community understands transformations in time and space, in contrast to the linear conceptions of Western history. The research adopts methodologies centered on the narratives developed by Indigenous teachers in the Extracurricular Projects of the Javaé Committee, linked to the Intercultural Indigenous Teaching Degree Program at the Federal University of Goiás (UFG). The theoretical frameworks include decolonial studies and the principles of transdisciplinarity and critical interculturality that underpin the Pedagogical Project of the Takinahakỹ Center for Indigenous Higher Education (UFG). As a product of the research, a didactic guidance material was created in the form of a website (link: www.tempoehistoriajavae.com), aimed at teachers in Basic Education, focusing on pedagogical practices based on the New Indigenous History and Decoloniality, with an emphasis on the Javaé perspective of time and history, contributing to the inclusion of Indigenous knowledge in history classes. The work highlights Indigenous intellectual leadership and the importance of integrating their epistemologies into the teaching of history, promoting dialogue between teachers from different epistemic contexts, especially between those in non-Indigenous basic education and the research produced by Indigenous teachers
O anticomunismo nas aulas de história: e-book temático para o ensino médio
(Universidade Federal de Goiás, 2024-07-22) Alves, Eliene Gomes da Silva; Magalhães, Sônia Maria de; http://lattes.cnpq.br/8841367325340262; Magalhães, Sônia Maria de; Nascimento, Mara Regina; Nicolini, Cristiano
The research aims to work on the anti-communist imaginary in High School History classes, highlighting its influence on the coups d'état of 1937, 1964 and 2016. It was argued that the coups d'état that occurred in Brazil during the republican period had the anti-communist imaginary as an extremely relevant mobilizing factor. To this end, it presents the anticommunist imaginary as a political and ideological phenomenon, socially and historically constructed, through representations that undergo constant updates and are used strategically in moments of institutional and political crisis. The aim was to show that these representations feed imaginaries which are internalized in the collective unconscious and contribute to the perpetuation of discourses, authoritarian and denialist practices that violate democracy and Human Rights in Brazil. Using the New Political History as a historiographical approach, the research analyzed the anti-communist imaginary as a power strategy that uses images, speeches, behaviors, myths, symbols and beliefs with political purposes and uses. It is expected that the study and reflection on the trajectory of communism and anti-communism in Brazil will contribute to History teaching committed to strengthening democratic feelings and attitudes and reduce the (verified) scarcity of research that addresses anti-communism in Education Basic. The pedagogical strategy adopted for this purpose was the creation of a thematic E-book, which can be used by High School History teachers, especially in the Federal District, as training itineraries, pedagogical projects or a diversified part
Brasil, 2016: cultura histórica digital e conceitos que constroem a história presente no ambiente escolar
(Universidade Federal de Goiás, 2024-10-08) Oliveira, Gabrielle Gomes; Nicolini, Cristiano; http://lattes.cnpq.br/3877723227851587; Nicolini, Cristiano; Fronza, Marcelo; Mendes, Breno
In the political and social landscape of 21st century Brazil, the government of President Dilma Rousseff between 2013 and 2016 became the subject of a dispute between the mainstream media, which legitimized the impeachment process. Historians denounced the action as a coup against democracy. Part of this conceptual dispute took place through social networks, driven by the various social movements in the so-called June 2013 Journey; these narratives reached different sectors of society and consequently the school environment, in which students, as members of their community, create and reproduce the discourses and concepts propagated by Digital Culture. This period marks a movement of change in the present that generates debate and impacts on the way students understand the past, the present and the future. In History Teaching, the question is: how can we promote students' historical education in a context of narrative and ideological disputes? To answer this question, we analyzed the discourses produced by historians in the book Historians for Democracy: the 2016 coup and the power of the past (2016), and the narratives published by G1, the Globo group's online news portal. This research aims to think about the relationship between concepts and historical learning of Present Time and Public History in the age of social media through the Brazilian political context in 2016, marked by disputes over narratives surrounding the impeachment of President Dilma Rousseff. In addition, a methodological proposal is presented that corresponds to a current demand for history teaching: the creation of a game about the different narratives produced about the period, from the perspective of history education and which incorporates the key concepts that form historical thinking.
O ensino de história da América e o conceito de populismo: entre o currículo e as obras didáticas
(Universidade Federal de Goiás, 2024-07-01) Santos, Késsia Araujo dos; Gomes, Ivan Lima; http://lattes.cnpq.br/0575667160905102; Gomes, Ivan Lima; Quadrat , Samantha; Teixeira, Rafael Saddi
This paper aims to understand the presence and approaches assumed in the teaching of American History in Brazilian basic education from the analysis of the use of the controversial concept of populism in the skillslisted by the National Common Curriculum Base (BNCC) for High School. The concepts of curriculum (Silva, 1999) and disciplinary code (Fernández, 2009) were used in the analysis of the space allocated to the History of America in the retrospective of school History teaching programs in Brazil.The notion that didactic works are important documents of History Teaching subsidizes the analysis of the representation of populism in Latin America in the works of the Modern Publisher of Applied Human and Social Sciences,approved by the National Textbook Plan in 2021 for High School. It is interesting to know if the use of the concept "populism" is still linked to the rhetoric of the manipulation of the masses, to the pejorative characterization of leaders and to a stereotyped and limited view of Latin America in the midtwentieth century, or even if it reflects contemporary appropriations of the word.The propositional dimension is presented in the format of a digital book, idealized as a Teacher Support Booklet, in which the focus consists of the problematization of the concept of populism adopted by the BNCC and appropriated by textbooks, the presentation of counterpoints to such narratives and the suggestion of sources for critical work with students on the History of Latin America.
Patrimônio, didática da história e aula de campo no Centro Histórico de Pirenópolis-Goiás: uma proposta para a educação básica
(Universidade Federal de Goiás, 2024-05-27) Pina, Josáfat Batista de; Breno Mendes, Breno Mendes; http://lattes.cnpq.br/6212911842793379; Mendes, Breno; Oliveira, Eliézer Cardoso de; Nicolini , Cristiano
This study aims to investigate the potential of the historical center of Pirenópolis, Goiás, as an educational resource for teaching Regional History through field classes and the creation of a specific didactic approach that can promote the development of historical consciousness. The city is globally recognized for hosting the cradle of Goiás culture with its traditions dating back to the 19th century, including the famous "cavalhadas" and the first newspaper of the State of Goiás – Matutina Meiapontense. Designated as a heritage site in 1985, the city offers didactic possibilities for interpreting the past through its preserved colonial heritage. The use of History didactics becomes important in the process of constructing a methodology capable of integrating cultural heritage into history teaching in various locations. The research references the works of Helena Pinto, based on her experiences in Guimarães, Portugal, and the German scholar Jörn Rüsen, who discusses History didactics and the development of historical consciousness. The BNCC, the PCNs, and the Expanded DC-GO of the State of Goiás were essential for the development of this research. Drawing from the practices of other times in the same space, a historical route was developed for students of basic education in a public school in Anápolis. The methodological process included historical classes and workshop classes, which prepared the students for the field class. During the historical class, concepts about Heritage Education were discussed. The research presents a theoretical discussion about the use of heritage and its contribution to history teaching, which takes place in field classes within the area designated by IPHAN, without neglecting to emphasize the silenced voices such as indigenous and black people who suffered from the geographical occupation by "bandeirantes" during the gold exploration in Goiás. From this perspective, it presents a theoretical discussion that relates field classes as a methodology for teaching the history of Goiás using the city of Pirenópolis to develop a critical construction through contact with historical heritage, without simply accepting the officially established narratives, thereby promoting student agency through a history education that can enhance and develop students' critical capacity about the history of their state. The research advocates for innovative practices in history education through field classes, as a form of resistance to the traditional teaching that perpetuates in Brazilian schools. Finally, it introduces a pedagogical notebook titled "Trieiro," which includes, in addition to the route in the historical center and the points to be visited, the proposal for creating workshops on heritage and education through experience, as well as important pedagogical guidelines for the development of a safe and enjoyable field class designed for the final years of elementary and secondary education, when teaching the History of Goiás.

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