Mestrado Profissional em Ensino de História (FH)

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    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.
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    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.
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    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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    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.
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    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.
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    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.
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    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
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    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
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    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.
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    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.
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    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.
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    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.
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    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.
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    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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    A imagem como documento: a história dos africanos e afro-brasileiros por meio das imagens nos livros didáticos
    (Universidade Federal de Goiás, 2022-08-31) Sirqueira, Karoline Lima; Araújo, Alexandre Martins de; http://lattes.cnpq.br/6195011167649888; Araújo, Alexandre Martins de; Ulhoa, Clarissa Adjuto; Nicolini, Cristiano
    This dissertation seeks to understand how images related to African and Afro-Brazilian themes have been addressed in textbooks before and after the implementation of Law 10.639/03, which instituted as mandatory the teaching of African and Afro-Brazilian history and culture within the teaching of history. In order to grasp a fuller understanding, it was initially necessary to address the importance of images in the social imaginary as loaded representations and its relationship with the construction of stereotypes – by doing this, we started from a conception of the image as a broad phenomenon, which goes beyond the limits of the textbook. Then, a survey, analysis and description of images of African and Afro-Brazilian themes were carried out in six books; three of them before the Law and three after Law 10.639/03. This comparative tableau aimed at mapping the way through which images were usually selected to address African and Afro-Brazilian themes (for example, if they were repeated before and after the Law, if there was a preference in relation to some type of image etc). After the analysis and description of the images, a cross-referencing of the data obtained among the analyzed books was carried out to verify recurrences and patterns -- mostly the frequency of representations used in the textbooks that were produced by Europeans from the colonial period (ethnocentrism), and correlation between written information and images (context). Through these different axis, we sought beyond the formal aspects of the visual phenomena in order to understand how each book discussed the images in light of the established contents. Finally, as a product, a didactic proposal was implemented, that aimed at presenting a method of analysis for images based on the method proposed by Panofsky for the interpretation of works of art. Four activities with works of art by contemporary black artists were set out to model further activities, with the same proposal through the lenses of a decolonial perspective. Thus, through this didactic proposal, we intended to contribute to the expansion of methodological possibilities in the use of images within the context of teaching history with African and Afro-Brazilian themes.
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    Guia de possibilidades para o uso da música no ensino de História: a relação interdisciplinar entre música e história a partir das dissertações do Profhistória
    (Universidade Federal de Goiás, 2022-06-24) Santos, Wesley Herculano dos; Salomon, Marlon Jeison; http://lattes.cnpq.br/0631789010231492; Salomon, Marlon Jeison; Campos, Yussef Daibert Salomão de; Oliveira, Vitor Hugo Abranche de
    This work presents a discussion about the use of music in the teaching of history, with emphasis on the possibilities found in ProfHistória's dissertations. To this end, it was first necessary to work on concepts related to history and music, as well as with some possibilities of association between the two areas, with an emphasis on the use of music in the teaching of history. Occupies an importance There is space in the text for the presentation of some authors interested in the research on the history of music in Brazil. From there, the possibilities of interactions between music and history in the school environment are verified from the exhibition of works with this theme, especially within the dissertations prepared for ProfHistória. In these works, we observe that music, in most cases, is used as an object of study, or even as a source for history. In addition, the work of this dissertation presents a Guide of possibilities for the use of music in the teaching of history, in order to contribute mainly to teachers who do not fully master the musical language. In this guide, some concepts necessary for understanding the proposed tool are presented. It exposes the possibilities of uses of music in the teaching of history found in the researched dissertations and other proposals related to the theme.
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    Desconstruindo a “ideologia de gênero” por meio do ensino de História: famílias para além do reacionarismo da Brasil paralelo
    (Universidade Federal de Goiás, 2022-07-29) Freitas Júnior, Renilson Pereira de; Maciel, David; http://lattes.cnpq.br/3587511267893434; Maciel, David; Seffner, Fernando; Oliveira, Alcilene Cavalcante de; Schmidt, Benito Bisso
    This work evaluates the “gender ideology” discourse in the education scenario based on the concept of contemporary family configuration. The video-documentary Geração sem gênero and the article O que é uma família? Surpreenda-se com a explicação filosófica were analyzed. Both productions were created by Brasil Paralelo, which is a Brazilian audiovisual company, known for producing contents with a far-right political bias. The main objective is to show to high school students that the contemporary family configurations are a result of profound historic transformations that have taken place in Western societies. It is proposed that the historicization and understanding of the family can be a counterpoint to the reactionary discourse that claims the nuclear family as the only “natural” model. Therefore, it was developed a didactic method divided into three stages for the teaching of history: (1) a reading of texts; (2) a talking circle in the classroom and, (3) a quiz game.
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    O processo de construção do Museu Virtual de Ceilândia-DF como possibilidade para o ensino de História
    (Universidade Federal de Goiás, 2022-04-28) Oliveira, Vinícius José Duarte de; Langaro, Jiani Fernando; http://lattes.cnpq.br/9918372985460845; Langaro, Jiani Fernando; Silva, Dalva Maria de Oliveira; Silva Júnior, Astrogildo Fernandes da Silva; Nicolini, Cristiano
    Teaching History is also teaching its research method. However, in Basic Education, the theoretical and methodological foundations about History, along with all the political-ideological disputes around what should be remembered or forgotten, are commonly neglected, contributing to a passive attitude of students towards an apparently static historical knowledge. Considering this scenario, this action-research proposed the construction of the Virtual Museum of Ceilândia along with students of the first year of high school at Centro Educacional 06 in Ceilândia, Distrito Federal. This construction took place through remote teaching and in stages carried out throughout the first semester of 2021. First, the students answered to a form about their relationship with the city. Then, they remotely visited the JK Memorial and the Casa da Memória Viva da Ceilândia. Subsequently, they interviewed their relatives and collected objects for the Museum's collection. Finally, they organized the Virtual Museum of Ceilândia. The main objective of this dissertation is to analyze the process of construction of this Museum as a means for students to understand the foundations of historical research and also the intentions and disputes around historical narratives from their own practical experience. Considering the answers present in the questionnaires, together with the contributions of the students during the classes, this objective was achieved. The Virtual Museum of Ceilândia integrates the propositional part of this Dissertation and is available on the website: www.museuvirtualdeceilandia.com.br.
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    Ditadura militar em tempos negacionistas: uma análise do tema em livros didáticos
    (Universidade Federal de Goiás, 2022-08-18) Fernandes, Gabriel Dias; Capel, Heloísa Selma Fernandes; http://lattes.cnpq.br/0202627724737454; Capel, Heloísa Selma Fernandes; Carvalho, Alessandra; Magalhães, Sônia Maria de
    The dissertation has as its object the analysis of school narratives about the military dictatorship in History textbooks for elementary school, specifically for the 9th grade. The three collections with the highest adoption among those approved by the Programa Nacional do Livro Didático e do Material Didático (PNLD) of 2020 for the 2020-2024 quadrennium were analyzed: História, Sociedade & Cidadania (2018), Projeto Araribá – História (2018) and Vontade de Saber - História (2018). It seeks to understand the approach of the military dictatorship from four categories: nomenclatures, antecedents of the coup, relations between State and human rights and transition. It was intended to understand whether the theme is addressed in line with current historiographical debates, which encompass the memory and history of the present time, from a political scenario that strengthened relativist and negationist biases. The methodology adopted was the narrative analysis of textbooks, under the light of the elected categories, as well as the relationships with the Base Nacional Comum Curricular (BNCC) and the PNLD. It was understood that the fabric of a school narrative is endowed with complexity and meets multiple interests, where even if there are no serious distortions, textbooks can establish broader debates on the subject. Thus, a Didactic Notebook is presented to evaluate the theme "military dictatorship" in textbooks, contemplating the dimensions of memory, understanding of the theme from conceptual discussions and suggestions for approaches to sensitive themes in history classes.
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    As lésbicas estão na história!! rediscutindo as narrativas escolares sobre a ditadura civil-militar
    (Universidade Federal de Goiás, 2022-04-19) França, Nayla Flavianne Borges Carvalho; Soares, Ana Carolina Eiras Coelho; http://lattes.cnpq.br/6593268782293837; Magalhães, Sônia Maria; Marques, Ana Maria; Coelho, Soares, Ana Carolina Eiras
    I try to re-discuss the narratives about lesbians in the historical production about the Civil-Military Dictatorship (1964-1985). I seek to understand the processes of (in)visibility of lesbian trajectories and their cultural productions in the dictatorial context, analyzing the production of repressive policies and censorship practices applied to sexualities and gender behaviors. I investigate and analyze the biographical trajectories of Cassandra Rios and Leci Brandão in order to demonstrate the political action of the dictatorship in the production of restrictions and the resistance of homosexual populations. As a basis for this analysis, I use the lesbian theory of Adrienne Rich and Monique Wittig, from which I try to highlight the mechanisms of power and the silencing productions of non-heterosexual existences. I also investigate the recurrent marginalization and erasure of lesbian existence in historical and school narratives, exposing mechanisms of coercion in the production of knowledge. The methodology adopted was the bibliographic analysis of documentary sources, such as publications in newsletters, newspaper excerpts, interviews and cultural products and the dialogue with the historiographical production of the lesbian field. I conclude that there is a political process of erasing the history of lesbians in historiographical production and in school narratives, characterized by the production of a supposed “naturalness” of heterosexuality, understood as a system of power, from which lesbian existences and other understandings of sexuality and gender are excluded from traditional narratives in History Teaching. In the propositional part, I present a Thematic Notebook, in e-book format, with didactic sequences to assist in the reconstruction of school historical narratives. The Thematic Booklet presents ten options for pedagogical paths that can be used by teachers for the construction of plural narratives, dialoguing about the historicity of constructions about gender and sexualities.