Mestrado Profissional em Ensino de História (FH)

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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.
Uma nova relação homem-natureza: uma perspectiva de ensino decolonial a partir da literatura indígena
(Universidade Federal de Goiás, 2024-07-04) Viana, Patrícia Cristina; Capel, Heloísa Selma Fernandes; http://lattes.cnpq.br/0202627724737454; Capel, Heloisa Selma Fernandes; Melo, Valéria Moreira Coelho de; Nicolini, Cristiano
The dissertation investigates the application of Indigenous literature for teaching Indigenous history in basic education. It proposes engaging with contemporary Indigenous literature and its didactic and methodological elements to explore Indigenous themes, evaluating their potential. The objective is to present an innovative approach to teaching Indigenous history, based on decolonial studies, with the aim of broadening knowledge and appreciation of Indigenous history, sensitizing students to its importance, and promoting its visibility through literature produced by Indigenous people themselves. The propositional part of the dissertation includes the development of a guidebook with guidelines and suggestions for teachers, exploring the potential of Indigenous literature from a decolonial perspective. From this, fundamental themes such as the relationship between humans and nature, identity issues, and Indigenous authorship are addressed, so that Indigenous literature can promote dialogue with the field of history teaching, benefiting teachers in active practice.
Cinema e aprendizagem histórica: potencialidades do filme “O Tronco” (1999) no ensino de história regional
(Universidade Federal de Goiás, 2024-02-02) Silva , Wanderson Cláudio da; Oliveira , Alcilene Cavalcante de; http://lattes.cnpq.br/0849650918660622; Oliveira , Alcilene Cavalcante de; Hecko, Leandro; Nicolini , Cristiano
This paper proposes a reflection on cinema as an enriching tool for the educational environment, highlighting its application in the classroom. The approach adopted is based on a methodology grounded in the analysis of the film "O Tronco" (1999), by João Batista de Andrade, as a research source, exploring its relevance as a resource for historical understanding. The research incorporates theories that examine the importance of cinema in historical context, emphasizing the contribution that this form of media can provide, especially when films present interpretable characteristics from a regional/local perspective. As part of the study, we highlight the relevance of theorists dedicated to analyzing the role of cinema in historical construction. Furthermore, we address the ability of films to capture specific cultural nuances, enriching the process of historical learning. In conclusion, we have developed a comprehensive guide that offers guidance for understanding, using, and creating educational activities based on the analysis of specific scenes from the film "O Tronco." This guide aims to provide educators with a practical tool to effectively integrate cinema into the teaching environment, promoting a more engaging and contextualized approach to historical learning.
Alimentação e história de Goiás nos diários de viajantes estrangeiros (século XIX): orientações didáticas para o ensino fundamental
(Universidade Federal de Goiás, 2024-02-29) Cardoso, Kelson Carlos de Carvalho; Magalhães, Sônia Maria de; http://lattes.cnpq.br/8841367325340262; Magalhães, Sônia Maria de; Ulhoa , Clarissa Adjuto; Macêdo, Sidiana da Consolação Ferreira de
This work aimed to use the reports of foreign travelers from the 19th century who traveled through the province of Goiás - especially John Emannuel Pohl, Auguste de Saint-Hilaire, George Gardner, Francis Castelnau and Raimundo da Cunha Mattos - to understand Goiás society in the 19th century. from the history of food. And, based on this reflection, we created a teaching Ebook to be used as teaching material for elementary school students. The aforementioned travelers described the province of Goiás as a place of scarcity and hunger based on the production of food for subsistence, in addition to highlighting the economic stagnation, contributing to the consolidation of the idea of decadence, a concept that became a line of interpretation of Goiás after the gold crisis. These narratives can be problematized in the classroom to encourage students' understanding of the History of Goiás, thinking about food and material history as guiding axes of the teaching-learning process. It is also noteworthy that these historical sources are widely used in academic studies, but little explored as research sources in History teaching. Thus, this research reinforces the ability of Food History to facilitate historical understanding based on methodologies and historical sources that are still little explored in the school space, creating pedagogical alternatives that overcome the classic political and economic approaches in History classes.
Os intelectuais mediadores e o ensino de história: o rap como pensamento de fronteira
(Universidade Federal de Goiás, 2024-03-05) Martins, Matheus dos Santos; Soares, Ana Carolina Eiras Coelho; http://lattes.cnpq.br/6593268782293837; Soares, Ana Carolina Eiras Coelho; Medeiros, Kenia Érica Gusmão; Regiani, Álvaro Ribeiro; Magalhães, Sônia Maria de
This research intends to analyze the pedagogical contributions through the musical production "Favela Vive" by the group ADL - an acronym for Além da Loucura - as well as to characterize it as mediating intellectuals. Despite being targets of marginalization and denial of rights it highlights the production of knowledge and cultural products for the community in which they are inserted whether through popular mobilization through political activism or through the militancy manifested through songs. Therefore considering the traditional school environment, we propose a possibility of exploring students' creativity through the collective construction of a podcast to broaden the debates on historical sources, empowering students as active subjects in the production of historical knowledge through discussions of lyrics, perspectives and scenarios exposed in the music videos of the songs Favela Vive
Saberes e fazeres no período colonial em Goiás: a construção do conhecimento a partir da aula oficina
(Universidade Federal de Goiás, 2024-02-02) Lima, Glauce Christiny Goulart Souza; Arrais, Cristiano Pereira Alencar; http://lattes.cnpq.br/0048549261262609; Arrais, Cristiano Pereira Alencar; Marinho, Thais Alves; Salomon, Raquel Machado Gonçalves Campos
This dissertation aims to analyze the importance of the workshop-class as a process of construction of historical knowledge about pottery production in the colonial period in Goiás. From the year 2000, archaeological excavations were carried out in the historic center of the city of Goiás, where ceramic objects left by the colonial society of that place were found, which were cataloged by the Archaeology Center of the State University of Goiás, coordinated by Professor Gislaine Valério de Lima. From this work carried out, from the comparison with dissertations, theses, articles, books, the historiographical production of the PPGH-UFG and the methodology of Isabel Barca's workshop class, a field activity was planned and executed with students of the second year of High School of the State College of the Military Police of Goiás, Américo Antunes Unit, in the municipality of São Luís de Montes Belos, with the objective of building students' knowledge about the daily practices and knowledge related to the production of ceramic objects in the colonial world
Por um ensino de história antirracista: possibilidades e perspectivas a partir do livro didático do ensino fundamental II
(Universidade Federal de Goiás, 2022-12-20) Esteves, Anderson Luiz Marques; Silva, Luiz Sérgio Duarte da; http://lattes.cnpq.br/4317054127961589; Silva, Luiz Sérgio Duarte da; Teixeira, Rafael Saddi; Pereira, Robson Mendonça
In this work we seek to discuss teaching of History from na anti-racist perspective, for which we will use the textbook as a research object. The debate on racial issues is a recurring theme in school Spaces, yet the theoretical and pedagogical bases offerd to teachers and students lack current concepts about racismo. In this sense, we seek to investigate how the textbook reproduces stereotypes presente in Society about Africa, black people, African and Afro Btazilian culture, through images, texts and activities. Against these questions, we propose to discuss some concepts in the form of entries that represent na anti-racist attitude in teaching, in the face of the entire process of marginalizations and exclusion of black people throughout history. With that, the product elaborated at the end of this work, is a samll insert of a textbook, with concepts related to racial themes and na anti-racist teaching posture.
A família escrava nos livros didáticos de história
(Universidade Federal de Goiás, 2023-03-24) Almeida, Gabriela Santos; Campos, Raquel Machado Gonçalves; http://lattes.cnpq.br/2245138184521600; Campos, Raquel Machado Gonçalves; Lemke, Maria; Mello, Juçara da Silva Barbosa de
This dissertation aimed to analyze how the 7th and 8th grade History textbooks for Elementary School approved by the PNLD of 2020 address issues such as the existence of slave families, slave resistance to captivity, the participation of slaves in social movements and their participation in the abolitionist struggle, based on recent historiographical discussions. First, an overview of the historiography on slavery in Brazil and the main historiographical tendencies on the subject are presented. Next, the content of the textbooks is examined. From the reading and analysis of the books, it can be seen that the great majority of the approved textbooks present and are based on recent historiographical studies, however many do not address, or address very briefly, the existence of slave families. And it is taking into account this gap, that the “Manual Didático – FAMÍLIA E AFETIVIDADE ESCRAVA NO SÉCULO XIX" is proposed. In this material, I have tried to present support texts and suggestions of periodical sources for teachers to approach in class the various types of family constitution and affectivity among slaves. Besides, in this material I also try to present the trajectory of the historiography about the theme in Goiás.
História local e ciberespaço: memórias e ensino de história de Turvânia na rede social Instagram
(Universidade Federal de Goiás, 2023-02-16) Rosa, Julientina Maria Ligório; Gomes, Ivan Lima; http://lattes.cnpq.br/0575667160905102; Gomes, Ivan Lima; Fonseca, Vivian Luiz; Capel, Heloisa Selma Fernandes
The present work brings a theoretical-methodological approach to a historical research of analysis through imagery sources, from a cultural perspective, seeking to raise reflections about local history, exploring the ability of photography as a source of memory and documents in the composition of teaching and learning. Of historical knowledge in the work of recovery, resignification and perception of Turvânia's history. My research intends to dialogue with teaching areas beyond the classroom, with the objective of creating some challenges and possibilities to provoke an education of the look to capture some meanings and readings of local history through photographs of the albums of five families that lived in the municipality of Turvânia, in the time frame (1930-1980). Through these anonymous photographs (without the photographer's identification and sometimes without date), some of private representations and others of an official and public nature, we seek to understand the traces, the representation of the social and the meanings related to individual and collective memories. It was necessary to seek the foundation of some theoretical frameworks to understand some concepts and methods for the analysis of these photographs as historical sources. In Turvânia, the city where I work as a History teacher, there is a consensus among education professionals that there is a huge lack of historiography and material to work with local history. In this sense, the culmination of this research will be the creation of a profile on Intagran for a repository of local photographs and some suggestions and possibilities for a methodological experience and dissemination of the research to teachers, students and the community in general.
Jogos e cartas sobre a mesa: aprendizagens históricas lúdicas da saúde e das doenças em Goiás
(Universidade Federal de Goiás, 2022-11-28) Rodrigues Filho, Lilson Horácio; Magalhães, Sônia Maria de; http://lattes.cnpq.br/8841367325340262; Magalhães, Sônia Maria de; Soares, Ana Carolina Eiras Coelho; Coelho, George Leonardo Seabra
This research is about the presence of games with history, their importance of yours elements of culture and more particularly about games and board games that care for their history brazilian culture. Your objective is to produce a game that boards the history of health and diseases in Goiás and historical, educational and neuropsychological reflections about games that have the thematic, who can stimulate readers to think their use of games in situations that go beyond leisure. For the elaboration of the research. it was used authors’ bibliographical research of the authors that approach the historiographical and educational themes in the areas of cultural history, history of health and diseases, sectional history, theories of learning, education and psycholog. Still a rising with titles dozens of games was done that approach the history and Brazil's culture, the which ones were cited and described, of form the to serve of guide to meet games that can serve the different interests same inside the history classrooms. Part of the investigation also occurred inside the a little documental, being searched with the games inside the guarantee of the common curricular national base (BNCC), the which ones appear of direct form, regarding the understanding dos games as part of the culture or of indirect form, to the are used as means to if understand too much school knowledges. the research still occurred inside dos national curricular parameters (PCNs) of the area of the education in health, the which ones run or flow over about the need to board the area of the health in the brazilian formal education.
Professores de História e suas experiências de ensino em meio à pandemia de covid-19 em Goiânia - GO (2020)
(Universidade Federal de Goiás, 2022-08-31) Rêgo, Amanda Karla Correa; Teixeira, Rafael Saddi; http://lattes.cnpq.br/2919949012379731; Teixeira, Rafael Saddi; Silva, Luiz Sergio Duarte da; Oliveira, Thiago Augusto Divardim de
The research presented in this dissertation has as general objective to understand, through online interviews, of qualitative character, guided by semi-structured script, the experiences of history teachers, two schools, one of federal scope and another of state level, located in the municipality of Goiânia, their working conditions and their teaching strategies during the pandemic of covid-19, in 2020. The analysis of normative data will also be made, such as resolutions and decrees for the understanding of how coping plans were structured and the guidelines and support for the introduction of remote education in the face of class stoppage. Knowledge of the didactics of history was used to reflect not only on issues related to the teaching of history, but also on the contingent character of the pandemic in the formation of the historical consciousness of the research subjects. The propositional part involves the creation of a page in the area of history, within the website of the Virtual Laboratory of Degrees, of the Federal University of Goiás, with the objective of providing access, especially for teachers of basic education, to different types of history teaching materials. The first materials that we analyzed, organized and made available on the website were produced during the Covid-19 Pandemic, in the ERE (Emergency Remote Teaching) modality, and establish relationships between past experiences (Black Plague and Vaccine Revolt) with the current pandemic reality and future prospects.
Uma casa, nossa história: perspectivas sociomuseólogicas e de educação patrimonial para o Museu Pedro Ludovico
(Universidade Federal de Goiás, 2022-08-29) Fernandes, Vanessa Cláudio; Souza, Luciana Christina Cruz e; http://lattes.cnpq.br/7523114691107742; Campos, Yussef Daibert Salomão de; http://lattes.cnpq.br/7307745252496902; Campos, Yussef Daibert Salomão de; Gomes, Ivan Lima; Costa, Manuela Areias; Souza, Luciana Christina Cruz e
This research aims, from the perspective of Sociomuseology in line with methodological approach with Heritage Education, associating museums, education and heritage. It is from of this relationship, considering the approaches of the New Museology, to use the Pedro Ludovico house museum as an object. The entire study exposed here is governed by the intention of producing a Thematic notebook that conceives the Pedro Ludovico Museum, in Goiânia-GO, heritage state, far beyond its buildings and objects, but from the social function that must exercise from the perspective of Sociomuseology. Considering aspects of collective memory and cultural of those involved in the workshops that will be proposed in the Thematic Notebook, in order to within the proposed examples, protagonists in the field of heritage, in this case, specifically, heritage of the city. Finally, we will propose a museological current that conceive the Pedro Ludovico Museum far beyond its buildings and objects, but from the social function, which it must exercise in the category of non-formal education. All proposals will be worked within methodological aspects of Heritage Education from the perspective Freirean dialogic. It is expected that the teaching proposals presented will contribute to a challenging education, capable of promoting didactic situations that allow the questioning institutionalized cultural goods, allowing subjects to get to know each other and realize how memory and heritage are both fields of tensions and conflicts fields of identity construction and social formation. That's why they need to be viewed critically. by the awareness of its own history, whether peripheral or not, minority or not, making This way, it is possible to demystify the heritage, emphasizing that it is the result of choices that need to be be questioned and resignified to exercise their social function.

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