ENSINO DE HISTÓRIA (PROFHISTÓRIA) PROGRAMA DE MESTRADO PROFISSIONAL
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Item 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/1121119695020091This 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.Item 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/2167159228111253This 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.Item 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/5242381268998292In 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.Item História (em)canto: o cancioneiro maranhense como metodologia para o ensino da história do Maranhão(Universidade Federal do Maranhão, 2023-01-20) OLIVEIRA, Misael Rodrigues; ALMEIDA, Mônica Ribeiro Moraes de; http://lattes.cnpq.br/2277258075147296; ALMEIDA, Mônica Ribeiro Moraes de; http://lattes.cnpq.br/2277258075147296; CAMELO, Júlia Constança Pereira; http://lattes.cnpq.br/8274892391684117; ARAÚJO, Raimundo Inácio Souza; http://lattes.cnpq.br/7829574717856862Starting from the premise that music is an expression present in all cultures and in all historical periods of humanity and also that this language functions as a kind of potentiator of memories associated with it, since, when we hear certain songs again, even after many years, we were able to relive facts, emotions or situations experienced at the time it was released or when we had contact with such a song. Thus, this dissertation has as its proposition the use of the cancioneiro maranhão as a methodology for teaching the History of Maranhão. The idea is to use the multiple possibilities that the song as a document can offer in the classroom environment, among which, that it can make the learning of history simultaneously playful, pleasurable and effective. This work, in addition to creating a product, as proposed by PROFHISTÓRIA, culminated in the application of it in the classroom through workshops held at the Ludovicense Baptist College.Item 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/5697398324818667The 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.Item METODOLOGIAS ATIVAS E ENSINO DE HISTÓRIA: USOS E POSSIBILIDADES NO ENSINO FUNDAMENTAL NA REDE MUNICIPAL DE EDUCAÇÃO EM SÃO LUÍS(Universidade Federal do Maranhão, 2023-02-27) VIEIRA , Marco Aurélio Salazar; CAMÊLO , Júlia Constança Pereira; http://lattes.cnpq.br/8274892391684117; CAMÊLO, Júlia Constança Pereira; http://lattes.cnpq.br/8274892391684117; SILVA, Fábio Henrique Monteiro; http://lattes.cnpq.br/6143561297090144; ARAÚJO, Raimundo Inácio Sousa; http://lattes.cnpq.br/7829574717856862With the theme “Active methodologies and teaching of History: uses and possibilities in fundamental education in the municipal education network in São Luís”, this work is born from the permanent need to review educational practices related to the teaching of History in the municipal public network of São Luís in their final years of elementary school and, at the same time, propose educational solutions permeated by technology that are capable of changing the way students relate to historical knowledge. In this sense, Active Methodologies are understood here as a set of strategies and paths capable of transforming the learning process into something that places the student in the central role of transmission, stimulating their effective role as constructors and manipulators of knowledge.Item Histórias da fronteira: o ensino de história regional e local da Amazônia maranhense(Universidade Federal do Maranhão, 2023-03-27) OLIVEIRA, Edlayne Alves de; VERAS, Rogério de Carvalho; http://lattes.cnpq.br/3009770629664175; VERAS, Rogério de Carvalho; http://lattes.cnpq.br/3009770629664175; CAMÊLO, Julia Constança Pereira; http://lattes.cnpq.br/8274892391684117; CESCO, Sussana; http://lattes.cnpq.br/1534977452527340The theme of this work presents the study of regional and local history, understanding the importance of the themes for the development of the identity of individuals, and the development of historical awareness. As for the objective of this work, we emphasize that it is to investigate how the teaching of Regional and Local History is presented in the Maranhão Amazon. Thus, research ways to approach this theme in the classroom, tracing as a research methodology the dialogue with public school history teachers in high school, observing the availability of materials, the strategies carried out in the classroom, the classes and the experiences of this researcher on the school floor, as well as the student’s considerations regarding the theme, relating them to the territory that is the Maranhão Amazon and the concept of Frontier. The benefit that is projected to be achieved with this work is the expansion of the way of exploring the teaching of Regional and Local History in the daily practice of teachers working in the Maranhão Amazon, providing opportunities for the development of didactic materials, as well as less privileged narratives, to be heard and/or researched. The methodology used to explore the theme relied on a survey with teachers submitted to an online form and reports made by students in action research developed. For this, we made use of authors such as Jörn Rusen in order to explore the concept and development of historical consciousness and José de Sousa Martins with regard to the concept of Sociological Frontier. The elements and results presented in this research proved to be quite significant for understanding the cultural and historical contexts of frontier individuals.