ENSINO DE HISTÓRIA (PROFHISTÓRIA) PROGRAMA DE MESTRADO PROFISSIONAL

URI Permanente desta comunidadehttps://tedebc-teste.ufma.br/handle/tede/4378

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Navegando ENSINO DE HISTÓRIA (PROFHISTÓRIA) PROGRAMA DE MESTRADO PROFISSIONAL por Autor "BARBOSA, Viviane de Oliveira"

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    Ensino de História e Direitos Humanos: a construção da aprendizagem histórica através da gamificação
    (Universidade Federal do Maranhão, 2022-11-04) PENNA, Teresa Helena Mendonça Correa Garcia; CARVALHO, Marcelo Pagliosa; http://lattes.cnpq.br/8902868735068017; CARVALHO, Marcelo Pagliosa; http://lattes.cnpq.br/8902868735068017; BARBOSA, Viviane de Oliveira; http://lattes.cnpq.br/5697398324818667; MOLINA, Rodrigo Sarruge; http://lattes.cnpq.br/2167159228111253
    This research aims to analyze the connections between History teaching and Human Rights Education and the importance of using gamification as a resource and teaching strategy. Human Rights Education as an interdisciplinary practice in basic education, includes discussions on human rights violations in high school history classes based on didactic approaches related to the Second World War, taking the Holocaust and religious intolerance as a focus. Thus, we analyzed several authors such as Benevides (2000), Hunt (2009), Santos (2014) and Piovesan (2007) on human rights, Daros and Camargo (2018), Bacich (2018) and Moran (2018) on active methodologies, Alves (2015), Filatro and Cavalcanti (2018) on gamification, Bitterncourt (2018), Boto (2005), Rüsen (2015), Schmidt (2014), Fonseca (2010) on the didactics and methodology of teaching History. From a bibliographic investigation to develop both the research and the product, we consider the historical aspects and the educational legislation that guide the principles of education and education in human rights, contained in the National Plan for Education in Human Rights (PNEDH, 2013) and in the National Curricular Common Base (BNCC, 2018). In this way, the approach focused on the pedagogical praxis of the History teacher, based on the understanding of teaching and mediation, based on these universal principles, and on the difficulties related to mastering technologies in the classroom. Finally, we seek, through the elaboration of an e-book, aimed at educators of Basic Education, to present the results obtained with the research, highlighting relevant issues on the subject, in the perspective of creating an opportunity to deepen the debate in the classroom and the use of technologies by applying gamification as a methodological resource, motivating teachers and students to practice an active citizenship and the understanding of being protagonists of history and transforming agents of the social reality in which they are inserted.
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    Quem é esse brincante? história social do Bumba-meu-boi e ensino de história
    (Universidade Federal do Maranhão, 2023-02-16) FERREIRA, Daniel Wollace Marques; ARAÚJO, Raimundo Inácio Sousa; http://lattes.cnpq.br/7829574717856862; ARAÚJO, Raimundo Inácio Sousa; http://lattes.cnpq.br/7829574717856862; MARTINS, Carolina Christiane de Souza; http://lattes.cnpq.br/5466532892615835; BARBOSA, Viviane de Oliveira; http://lattes.cnpq.br/5697398324818667
    The present study aims to discuss the construction of African History and the presence of black personalities in History teaching in the final years. The hypothesis that intertwines this work is that there is still an extensive absence of black characters and deeper cultural and social discussions in teaching, making the applicability of Law 10.639/2003 unfeasible, which registers the mandatory teaching of Afro-Brazilian and African History and Culture and the National Curricular Guidelines for the Education of Ethnic-Racial Relations. To carry out this research, the methodology used was bibliographic, identifying that this process begins even in the construction of the first school curricula extending to the present day. The exploratory research was essential for the construction of the didactic product "Activity Booklet" offered at the end of this work, such product intends to rescue the memory of black characters linked to the history of Bumba-meu-boi of Maranhão. This festivity, which is currently considered the biggest popular party in the state, is the starting point that allowed the reconstruction of the stories of black characters connected to this popular festivity, and that have little prestige in local history teaching. In addition, Heritage Education was established as a teaching bias, scrutinizing the possibilities that this teaching tool allows for fixing the stories and memories of these personalities. We believe that the adoption of such measures is essential for the promotion of ethno-racial education, both for the valorization and the recognition of the importance of including the stories of these characters. Finally, works such as these allow the deconstruction of racist discourses and practices in basic education, establishing critical views about the history and culture of these subjects.