DISSERTAÇÃO - ENSINO DE HISTÓRIA (PROFHISTÓRIA)

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    Educação patrimonial e Ensino de História: experiências com plataformas digitais envolvendo o Centro Histórico de São Luís
    (Universidade Federal do Maranhão, 2022-09-23) DINIZ, Gabriela Viana; MOTA, Antonia da Silva; http://lattes.cnpq.br/3919574214701935; MOTA, Antonia da Silva; http://lattes.cnpq.br/3919574214701935; CAPEL, Heloisa Selma Fernandes; http://lattes.cnpq.br/0202627724737454; CAMELO, Júlia Constança Pereira; http://lattes.cnpq.br/8274892391684117; CAMPOS, Marize Helena de; http://lattes.cnpq.br/1121119695020091
    This research is about Heritage Education and History Teaching through digital technologies, having as object the Historical Center of São Luís/MA. This work is directed to teachers who work in the High School of Basic Education. We focus on three digital technologies: the Cultural Visit Circuit (SECMA/MA), the Digital Seed Project (LABCOM/UFMA) and the PATnet Course: an online Heritage Education course about the Historic Center of São Luís (UEMANET). The methodology employed in the research is based on a bibliographic discussion supported by the concepts of heritage, monument, heritage education, patrimonialization, history teaching and digital technologies applied to the study of heritage. The work method also consists of qualitative research on digital technologies as tools to work on Heritage Education in Basic Education. Oral History was also employed, since interviews were conducted with the subjects involved in the digital platforms analyzed. With this research, we intend to socialize with Basic Education teachers the experiences of the teacher/researcher with the Heritage Education in the Historical Center of São Luís mediated by digital technologies, in order to make the teaching/learning process more playful and meaningful for the students involved. The product consists in the production of four podcasts with guidelines for History teachers and related areas on how to work with Heritage Education in the Historical Center of São Luís, using digital technologies in the classroom and outside it, in order to promote a History teaching that is more committed to the place and historical awareness.
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    Para além do livro didático: a educação da cultura visual como estratégia de leitura das imagens da escravidão no ensino de História
    (Universidade Federal do Maranhão, 2022-11-04) VIEIRA, Edilson Santos; TOURINHO JUNIOR, Washington; http://lattes.cnpq.br/8181072544794608; TOURINHO JUNIOR, Washington; http://lattes.cnpq.br/8181072544794608; CAPEL, Heloísa Selma Fernandes; http://lattes.cnpq.br/0202627724737454; REINALDO, Telma Bonifácio dos Santos; http://lattes.cnpq.br/5242381268998292
    In order to address the narrative relevance of images, this study aims to reflect on the contributions of visual culture to the reading of images of slavery in history teaching, considering textbooks as means of circulation and reception. The questions that guide the work are: what do teachers perceive when they deal with images of slavery in History teaching? What interferences do these images have in their teaching practices? How can visual culture contribute to guide reading proposals that lead to the deconstruction of qualifiers and forms of power naturalized by images of slavery in textbooks? To develop the study, we adopted a qualitative approach, using the questionnaire as a data collection instrument (applied to 12 History teachers in elementary school), from which we selected for documentary analysis the chapters on slavery in Brazil present in three 7th grade textbooks (considering their imagery resources) and the teachers' answers, which were submitted to treatment from the Content Analysis method, proposed by Bardin (2016). Thus, the specific objectives were: analyze the images of slavery present in teaching narratives; understand how the images of slavery are perceived/read by history teachers; identify the difficulties of teachers in relation to the reading of images of slavery and, finally, prepare an educational product with proposals for reading images of slavery, based on assumptions of visual culture. In writing the text, we have relied on theoretical references from Visual Culture and Visual Culture Education that deal with the concepts of image, visuality, art and education. As references from this field, we highlight: Hernández (2000, 2007, 2015); Tourinho (2009, 2010, 2011); Charréu (2015); Martins (2008, 2009, 2010, 2011) and Franz (2003). About the studies on textbooks, we highlight Choppin (2009) and Tourinho Junior (2015) among others.