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1
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WAGNER SOUZA VITORINO
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COMPOSIÇÃO MUSICAL NO ENSINO DE HISTÓRIA: UMA METODOLOGIA APLICADA EM ESCOLA PÚBLICA – VILHENA -RO
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Leader : CARLOS EDINEI DE OLIVEIRA
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Data: 11 mai 2021
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This dissertation in History teaching, deals with the use of musical composition as a possible methodology for the critical learning of History contents. The problem that motivated the investigation was to verify how the phenomenon of the use of different languages occurs in the teaching of History. This investigation aims to know and improve viable methodologies for the use of musicality in the teaching of History; create strategies to teach the contents of the textbook, by composing music in partnership with elementary school students; differentiate teaching methods in history through the use of musical composition, with the intention of historical cognition; to evaluate the students of the Colégio Tiradentes of the Military Police - CTPM - V, located in the city of Vilhena - RO, with the purpose of verifying the intended learning with the research. To theoretically base the research, in relation to the processes of education and teaching, Carla Beatriz Meinerz (2010), Circe Bittencourt (2011), Paulo Freire (2005), Ana Maria Ferreira da Costa Monteiro (2007) and Selva Guimarães were used (2012). In order to analyze the use of music in the teaching of history, the works of Tiago Madolozzo (2015), José D’Assunção Barros (2018) and Ramon Bezerra Souza (2018) were used. It is a qualitative research with a descriptive approach. Regarding the collection of data from the results of the workshops held in the classroom in the year 2019, having the musical composition with historical themes, with the resource of conducting History classes, involving elementary school students. As the research proposes, with the development of pedagogical practice through workshops in the classroom, the collection of reports on the experiences was carried out, as well as the description of the actions carried out. Therefore, the investigation contributes to understanding the relationship between teacher and student involved in the history teaching process with the realization of music composition with historical themes. With the dissertation on the agenda, it was found that learning came about in a significant way, since, students, related their knowledge to the content proposals detecting the ruptures and permanences of the events. This research presents the critical positioning of students when they find out and speak about the aspects of exclusion, exploitation, machismo and discrimination, in the contents proposed for the workshops. In addition, it highlights the importance of different languages for teaching history. As a final product, three music videos were created, based on the compositions made in the workshops. The videos illustrated with students' authorial drawings will be available on a digital platform so that teachers can use them in their History classes.
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2
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Lilian Santos de Andrade
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A LEI TEM QUE VALER DESDE O PORTÃO”: SABERES E PRÁTICAS DOCENTES - IMPLEMENTAÇÃO DA LEI FEDERAL N° 10.639/03 NA EDUCAÇÃO BÁSICA
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Leader : OSVALDO MARIOTTO CEREZER
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Data: 12 mai 2021
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This research aims to analyse how the Brazilian Federal Law 10.639/03 was implemented in Poconé city’s basic education, in the state of Mato Grosso. It was focused on history, arts, and Portuguese teachers’ knowledge and practices in a state school, who also teach or have already taught in other schools in the same city. The research sources were oral and documentary, such as interviews with the history, arts, and Portuguese teachers; national and state legislations; curricular guidelines; school documents; and bibliography on the subject. The oral interview was based on thematic oral history procedures and this research tries to build a dialogue between oral records and documentary sources. The investigation was based on qualitative research, critical and intercultural theoretical perspectives, and decolonial studies. It aims to understand the interviewed teachers’ multiple voices and perceptions, highlighting the plurality of ideas, representations, and conceptions on the studied theme. The research also seeks to acknowledge whether and how the decolonization of knowledge in basic education happens and what has been done to stop racism, prejudice, and the social exclusion of Black people in order to provide the recognition of these individuals who have not been historically recognized in modernity/coloniality. In conclusion, it aims to understand how African and Afro-Brazilian history and culture were inserted in the locus of research. Through the collaborating teachers interviews, racist practices and racial imaginary that were and still are present in different ways and in different school areas were perceived, besides the challenges and structural problems faced by them, and also what has been or still needs to be done. The path to an effective implementation of the law is still long, but many transformations have occurred and still are occurring in the educational field. In the school that served as the locus of research, despite the limits and discontinuities of programs, this implementation process has important achievements, including the decolonization of school knowledge and practices. This study aims to contribute to the debate regarding the knowledge and practices of teachers in the teaching of ethnic-racial relations in contemporary basic education.
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3
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Leandro Rezende da Silva
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GAMIFICAÇÃO E JOGOS COM FINS DIDÁTICOS NO ENSINO DE HISTÓRIA
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Leader : CARLOS EDINEI DE OLIVEIRA
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Data: 10 juin 2021
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The purpose of this dissertation is to reflect and understand the use of Gamification as an active methodology in the Teaching of History, whose purpose is to enable student action in the construction of knowledge, since the current reality has revealed the need that young people and adolescents have the most appropriate forms of education. If we consider that the classroom can be seen with the idea of a “game”, in which the teacher has the role of teaching and students need to perform various tasks that give them a score or concept, so that in the end, they receive an award, that is, approval or disapproval at the end of the year. In this case, it would be interesting if we reflected on the following question: is this "game" a good "game"? To reflect and discuss this issue, authors who are references in History Teaching, such as Isabel Barca, Flávia Eloisa Caimi, Thais Nívia de Lima Fonseca, among others, were chosen. This is a bibliographical research, but participatory, because during the investigation several gamified classes were built together with the students' participation. Initially, a concise theoretical conceptualization with Maude Bonenfant, Sébastien Genvo and Luciane Maria Fadel et al., Among others, is presented. As this is an Active Methodology applied to History Teaching, a brief investigation was developed on this topic, related to gamification. Related to the context of history teaching for elementary school students in the final years, gamification is understood as a methodology that promotes protagonism and develops skills, enabling greater learning, as it operates as a motivating engine and makes students feel participants in the process. Understanding that the permanent dialogue on the use of gamification in the Teaching of History is a way to improve the professional practice of teachers who want to work with this methodology, it was the intention to build a book that presents this discussion and with suggestions for gamify history lessons. Finally, examples of gamification practice and learning games are used, used in history classes, among others, before and during the Covid-19 pandemic with analysis of the positive aspects and the problems identified.
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4
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FERNANDA JARDIM VIEIRA
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MEMÓRIAS DE MIGRANTES E ICONOGRAFIAS NA COMPOSIÇÃO DO ENSINO DE HISTÓRIA EM COMODORO, MATO GROSSO
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Leader : MARIA DO SOCORRO DE SOUSA ARAUJO
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Data: 25 juin 2021
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???mostrarAbstract???
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Based on the assumption that history is of paramount importance for the education of students as critical and thinking citizens who know and understand the history of which they are part, this work is based on the issue of teaching history from the place, and aims to promote knowledge about the formation of the city of Comodoro, located in western Mato Grosso, as well as encouraging teachers of basic education in the municipality to include these contents in their classes, and students to understand themselves as part of this historical process that is constantly under construction . The teaching that leaves the place is anchored and is discussed with support in the various documents that govern Basic Education in Brazil and in the State of Mato Grosso. In view of this, and in accordance with State Law No. 5,573 / 90, which establishes the mandatory teaching of the subjects of History, Geography and Literature of Mato Grosso, “in 1st and 2nd grade schools, public or private”, which operate in the State, the present work aims to produce a historiography of the locality of Comodoro / MT through documents pertinent to the research theme, but it focuses on documentary interviews such as revisiting the memory of migrants from the most diverse regions of the country, between the 1970s and 1980. These, as migrants, settled and contributed to the formation of the Comoros society from a rural-urban nucleus that became the city of Comodoro, located in western Mato Grosso. This work was produced during the course of the Professional Master's Program in History Teaching (PROFHISTÓRIA) and seeks to address the historiographical gap regarding the formation of the city of Comodoro, through interviews with former residents of the city, as well as photographs and institutional documents that give tells the story of that locality, resulting in a pedagogical product to be used by the teachers of Basic Education of the schools of the municipality, in order to boost the inclusion of the history of the locality together with the didactic-pedagogical contents worked in the teaching practices. The product will be a website entitled “Know more about Local History - Memory & History of Comoros”, in which documentary, imagery and cartographic materials will be made available to make it possible to work with local history in the classroom as documentary sources collected during the research, as well as as class proposals materialized in didactic sequences.
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5
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Paulo Roberto Guimarães
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ENSINO DE HISTÓRIA E HISTÓRIA LOCAL: O PROCESSO DE OCUPAÇÃO E COLONIZAÇÃO DO ARAGUAIA MATO-GROSSENSE E A FORMAÇÃO DO MUNICÍPIO DE CANARANA-MT.
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Leader : EDISON ANTONIO DE SOUZA
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Data: 30 juin 2021
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???mostrarAbstract???
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The present research aims to analyze the process of occupation and colonization that gave rise to the municipality of Canarana-MT in a border region and reflect how Local History can contribute to the teaching of history, thinking, based on documents and oral reports of the subjects who participated in this historical process, for the purpose of this research, three groups of subjects who shared similar cultural traits were selected, the southern migrants, coming mainly from the State of Rio Grande do Sul, the squatters who occupied areas of land in the then municipality of Barra do Garças, where the city of Canarana-MT and the indigenous people of the Xavante ethnic group currently live for more than two centuries in the territory. Due to the fact that the research was being carried out in a pandemic period, the use of oral sources with interviews from archives was defined, and in cases where security allowed new interviews to be carried out, memory reports published in printed books were also used to in addition to the oral sources, we used the documentary sources, found in the National Archives in its online version, and in the archive found under the care of the Fundação Pró-Memória de Canarana, in addition to the bibliographies dealing with the discussion that took place during the search. Through this investigation, using reports from memories and documents, we can learn more about the process of occupation and colonization of the territory that today corresponds to the Municipality of Canarana-MT, demonstrating the contradictions between the official discourse that was established through power relations, and to identify the resistances, the silencing attempts. This analysis contributes to thinking about the teaching of History, the first contact that students have with the History taught in schools, usually occurs through the study of the formation of the city where they live, and in this process several mistakes can occur, among them the simplification of the process , presenting only the official version built from power relations, even if the evidence of contradictions is scattered in public spaces and in official manifestations. This is a very common reality, especially in the regions of recent colonization, in the cities that were formed during the acceleration of the expansion of the border. As the research progressed, these contradictions, silences and disputes became more evident, therefore, demonstrating that the use of oral reports and documents, should be used in classes for elementary and high school students, working with Local History through these sources. it raises the interest of students to discuss historical themes in a perspective of greater proximity, at the same time, it promotes the democratization of History teaching giving voice to the silenced.
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6
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Michelle Aparecida da Silva Gomes
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DITADURA CIVIL-MILITAR BRASILEIRA E O ENSINO DE HISTÓRIA PELA DIMENSÃO DAS MATÉRIAS JORNALÍSTICAS DO JORNAL “CORREIO CACERENSE” (1968-1978)
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Leader : MARIA DO SOCORRO DE SOUSA ARAUJO
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Data: 1 juil. 2021
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This research studies the ways in which the Brazilian civil-military dictatorship was broadcast in the news of Jornal Correio Cacerense, in the city of Cáceres / MT, as a support material for History Teaching. Analyzes of publications are centered on the influence of the press in the formulation of opinions in everyday life of the city and the probable social and political interventions that took place during the regime, especially between 1968 and 1978. Considering that the sources documents are constituted as a memory about the events and thus, taking the Correio Cacerense newspaper as a support for socio-historical memories, which is still remembered and what was not known and / or forgotten about the Civil-Military Regime in Caceres? What political-social behaviors can these memories reveal? As the teaching history about the civil-military dictatorship is made possible by taking newspapers as object of investigation and didactic-pedagogical knowledge about this recent past? What methodologies are possible to work on this theme, making history classes more attractive and more understandable? What readings can students take about that time in the city of Cáceres when handling newspapers? To reflect on these questions, we resort to the authors Bittencourt (2011; 2017), Fonseca (2011), Schmidt and Cainelli (2004), Fonseca (1993), among others, to discuss teaching history using documentary sources. Thus, we understand that the use of printed media as a source for teaching History opens up a range of possibilities to awaken understanding criticism, a taste for reading practice and the construction of historical arguments in student learning. The readings and debates about the news broadcast in the newspapers help and favor students' proximity to local experiences, neighborhood, your city, your state, your country, with the possibility of making relationships and / or connections with the world. From this perspective, we are thinking about teaching History from the journalistic articles as a source of historical investigation, which contributes to a more consistent schooling in student citizenship. Finally, thinking about perspective of Historical Education, we are developing a Thematic Unit Investigative, which consists of the elaboration of a didactic-pedagogical plan that the use of these documentary sources in history teaching practices.
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7
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Aline Savoine
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O ENSINO DE HISTÓRIA E A LEI Nº. 11.645/08: ENTRE O DEVER DE MEMÓRIA E AS PRÁTICAS PEDAGÓGICAS
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Leader : MARION MACHADO CUNHA
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Data: 26 août 2021
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???mostrarAbstract???
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This research aimed to analyze how the implementation of Federal Law n. 11,645/08 in basic education in Lambari D'Oeste/MT based on the voices of professors who graduated from the Full Degree Course in History, at the State University of Mato Grosso (UNEMAT), Campus Cáceres, who work in municipal and state schools in the County. We use oral sources with interviews with professors of History, using document studies, such as national and state curricular guidelines, guidelines and bibliographies on the subject. Our concern is to understand the multiple voices of employees: their experiences and their pedagogical practices regarding the topic studied.
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8
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SOCRATES ALVES DE OLIVEIRA
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A INICIAÇÃO CIENTÍFICA NO ENSINO DE HISTÓRIA: APRENDIZAGENS SOBRE ROLIM DE MOURA – RO
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Leader : REGIANE CRISTINA CUSTODIO
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Data: 27 août 2021
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???mostrarAbstract???
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This dissertation is the result of a research carried out in the Professional Master in History Teaching (ProfHistória) of the State University of Mato Grosso / UNEMAT, Cáceres campus. Scientific initiation as a learning methodology in the teaching of local history is an object of study that mobilized research experiences in History with students of the 3rd years of the State School of High School in Full Time Cândido Portinari, from Rolim de Moura - Rondônia. The researches were developed in 2019 from scientific initiation projects in the disciplines of History and History of Rondônia having as objects of study the history of the formation of the municipality of Rolim de Moura - RO. The scientific initiation projects took place with the guidance and collaboration of the professor of the aforementioned disciplines, from the concept of action research, because, in this conception, at the same time that the professor is a researcher and advisor of his students, he himself its action of working on scientific initiation (project and research) with high school students and what are the contributions of this action to the teaching of History. The main theoretical references used in this work are from the authors who discuss the teaching of History in Brazil: Bittencourt (2018), Guimarães (2018) and Silva (2003), the concept of research-action: Thiollent (2011) and Tripp (2005) ) and the concept of research and scientific initiation: Demo (2011) and Freire (2016) and Bagno (2014). The methodology used for the composition of the sources are the reports of experiences produced from a summary expanded by the students who developed the scientific initiation projects and interviews, which were carried out through the methodology of oral history based on Alberti's theoretical conception (2004) that conceives it as a methodology. Scientific initiation proved to be a significant didactic methodology for teaching History, since it contributed to the study of the history of the municipality of Rolim de Moura, providing students with learning about local history in connection with regional and national, providing the experience of developing research in high school from the scientific initiation projects developed.
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9
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SOCRATES ALVES DE OLIVEIRA
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A INICIAÇÃO CIENTÍFICA NO ENSINO DE HISTÓRIA: APRENDIZAGENS SOBRE ROLIM DE MOURA – RO
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Leader : REGIANE CRISTINA CUSTODIO
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Data: 27 août 2021
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???mostrarAbstract???
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This dissertation is the result of a research carried out in the Professional Master in History Teaching (ProfHistória) of the State University of Mato Grosso / UNEMAT, Cáceres campus. Scientific initiation as a learning methodology in the teaching of local history is an object of study that mobilized research experiences in History with students of the 3rd years of the State School of High School in Full Time Cândido Portinari, from Rolim de Moura - Rondônia. The researches were developed in 2019 from scientific initiation projects in the disciplines of History and History of Rondônia having as objects of study the history of the formation of the municipality of Rolim de Moura - RO. The scientific initiation projects took place with the guidance and collaboration of the professor of the aforementioned disciplines, from the concept of action research, because, in this conception, at the same time that the professor is a researcher and advisor of his students, he himself its action of working on scientific initiation (project and research) with high school students and what are the contributions of this action to the teaching of History. The main theoretical references used in this work are from the authors who discuss the teaching of History in Brazil: Bittencourt (2018), Guimarães (2018) and Silva (2003), the concept of research-action: Thiollent (2011) and Tripp (2005) ) and the concept of research and scientific initiation: Demo (2011) and Freire (2016) and Bagno (2014). The methodology used for the composition of the sources are the reports of experiences produced from a summary expanded by the students who developed the scientific initiation projects and interviews, which were carried out through the methodology of oral history based on Alberti's theoretical conception (2004) that conceives it as a methodology. Scientific initiation proved to be a significant didactic methodology for teaching History, since it contributed to the study of the history of the municipality of Rolim de Moura, providing students with learning about local history in connection with regional and national, providing the experience of developing research in high school from the scientific initiation projects developed.
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10
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SÉRGIO RICARDO NUNES
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COLORADO DO OESTE-RO: ENSINO DE HISTÓRIA E CIDADANIA NA EDUCAÇÃO BÁSICA
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Leader : REGIANE CRISTINA CUSTODIO
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Data: 30 août 2021
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???mostrarAbstract???
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This master's thesis is the result of research carried out in the Graduate Program Stricto Sensu, Professional Master's Degree in History Teaching at the State University of Mato Grosso – PROFHISTÓRIA. The motivation to carry it out is related to the experiences lived by the researcher in social and political movements related to the themes of youth, citizenship, struggles for rights and also with the exercise of teaching as a History of Basic Education teacher for more than a decade in the city from Colorado do Oeste, in Rondônia, where aspects related to citizenship, the School and the teaching of History are present. The general objective of this dissertation is to build an analysis on the understanding of Basic Education students, focusing on third-year high school students in a public school, in Colorado do Oeste, about citizenship, and its relationship with the exercise of rights, having as reference the model of democracy endorsed by the Federal Constitution of 1988, in particular to identify the contribution of the teaching of History carried out in school for such understandings. As specific objectives, a better understanding of the concept of citizenship over time and its relationship with the exercise of fundamental human rights, as well as understanding the role of the school, was sought through bibliographical, documental and field research, and in particular, the teaching of History in the formation of citizens, in addition to enabling the development of teaching material in order to guide basic education teachers in planning History classes in relation to formation for citizenship. As a method in the course of the research, bibliographical research on the History of citizenship was used from authors such as Thomas Humphrey Marshall, Jose Murilo de Carvalho, Maria Victoria de Mesquita Benevides, among others, in which it was possible to understand the relationship between citizenship and societies based on the recognition of the rights of individuals, in particular, the contemporary National State and its recognition of the civil, political and social rights of its citizens. The bibliographical research also included authors from Education and the teaching of History such as Paulo Freire, Miguel Arroyo, Selva Guimarães, Circe Maria Fernandes Bittencourt and Luís Fernando Cerri, in the aspect that make reference to the citizenship theme. A documentary research was also carried out on laws and guidelines that regulate and guide education in general, as well as the teaching of History in Basic Education. Documents such as the Law on Education Guidelines and Bases, the National Curriculum Guidelines and the National Curriculum Parameters. These documents contributed to the research, specifically in the understanding of the role of the School and the teaching of History for the exercise of citizenship indicated in the Federal Constitution of 1988. Another action developed was conducting interviews with students in the final year of Basic Education in Manuel Bandeira School with the objective of getting to know their representations on the theme of citizenship and its relationship with democratic experiences. The research, located in the field of local history can be classified as a qualitative research, considering the experiences of students with the cultural and social environment in which they live, for valuing their representations of citizenship and its categories based on existential experiences and values cultural. The theoretical construct of cultural history will offer references for carrying out the analysis of the narratives collected in the interview. In general, the research results made it possible to understand that young people have a positive perception about democracy in the school environment, allowing us to infer that this happens in view of the characteristics of school culture that enable them to understand political categories such as rights and duties that guide the concepts of citizenship and citizen.
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11
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Anderson Cardoso Ribeiro
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O USO DA REALIDADE AUMENTADA PARA O ENSINO DE HISTÓRIA: UMA METODOLOGIA ATIVA
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Leader : MARION MACHADO CUNHA
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Data: 3 sept. 2021
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???mostrarAbstract???
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In the 21st Century the Digital Information and Communication Technologies (TDIC) is widespread in our society in an almost inseparable way. It is undeniable that its effects are felt in the most diverse branches of human knowledge, Education being one of them. In the face of this new reality, it is essential to search for solutions that enable an education where there is real learning, associated with attractiveness, for a generation that was born in the midst of a somewhat consolidated “technological revolution”. In this conception, Augmented Reality can be presented as a tool capable of uniting learning using the playful way to attract the attention of our students in order to achieve their goals efficiently and effectively. The present work aims to partially perform an analysis of the pedagogical potentialities and usability of Augmented Reality in History Teaching, this technology has been well accepted and used and it allows students and teachers a range of possibilities when used for pedagogical purposes. At the end of this work I propose to make a catalog with the main applications of Augmented Reality that can be used in the discipline of History.
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12
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Lucimary de Holanda Portela
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ENSINO DE HISTÓRIA LOCAL ATRAVÉS DA EDUCAÇÃO PATRIMONIAL ESCOLAR EM RONDONÓPOLIS-MT
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Leader : OTAVIO RIBEIRO CHAVES
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Data: 3 sept. 2021
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???mostrarAbstract???
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This research aimed to understand the Teaching of History and Heritage Education as instruments of awareness for the preservation of local History, valuing the students' identity through their multiple places of memory. It is part of the line of research of PROFHISTÓRIA: "Historical Knowledge in different Spaces of memory", since it seeks to insert in the teaching of the discipline of History, in the public network of the municipality of Rondonópolis-MT in High School, Heritage Education and the teaching Local History. Thus, the research aims to give visibility to the history of the city of Rondonópolis in Mato Grosso, problematizing the actions of the various groups and social actors who experienced the different periods of the city. As well as the context of daily experience of students in the neighborhood where they live, enabling the emergence of information as enrichment of didactic actions in History class. The school is the privileged place to work on concepts of Identity, Memory, Temporality, Cultural Heritage.
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13
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Vera Lucia Silva de Almeida Oliveira
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ENSINO DE HISTÓRIA, EDUCAÇÃO PATRIMONIAL E LUGARES DE MEMÓRIAS - CÁCERES – MT
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Leader : OTAVIO RIBEIRO CHAVES
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Data: 3 sept. 2021
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???mostrarAbstract???
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The present work has as its research object the cultural heritage of Cáceres - MT, seeking to reflect and dialogue with the teaching of History in basic education, valuing the affective heritage that involves the school community, its memory and everyday spaces. It aims to understand the importance of teaching history to know and value the heritage and places of memories that have meaning and are linked to students. The work is organized in three chapters, in the first we present a theoretical discussion about the concepts that involve the theme, as well as the presentation of the place where the research is developed. In the second chapter we present the official heritage of the city of Cáceres, with an emphasis on the affective heritage of students. In the third chapter we present the results of the activities developed at the school with students from the 6th, 7th and 8th grade classes. One of its objectives is the production of didactic-pedagogical material that seeks to value the History and affective heritage of students and also assist teachers and students in the teaching-learning process.
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14
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Gunnar Gabriel Zabala Melgar
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O ENSINO DE HISTÓRIA EM CACOAL-RO: MEMÓRIAS E RELATOS DE PROFESSORES DOS TEMPOS DA COLONIZAÇÃO (1972-2010)
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Leader : JOAO IVO PUHL
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Data: 20 sept. 2021
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???mostrarAbstract???
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This dissertation approaches a history of the teaching of local history in Cacoal-RO (1972-2010), from the period of formation of the village, passing through its political-administrative emancipation. The research is linked to the Professional Master's Program in History Teaching – ProfHistória, having as its guiding axis the Research Line 1 – Historical Knowledge in the School Space, with a special focus on the teaching of History in basic education, from the first years of the village of Cacoal. The study of school education and the teaching of History takes place in the colonization process of today's state of Rondônia, stimulated by the opening of BR-364 and government advertising in the 1970s. (PICs), managed by the National Institute of Colonization and Agrarian Reform (INCRA). Propaganda and the creation of population centers promoted intense migratory flows of landless and jobless populations or those with little capital, coming from the Northeast, South and Southeast. In this perspective, the town that today corresponds to the city of Cacoal emerged, on the banks of the BR-364. The research comprises multiple identities of the different ethnic-cultural groups present in the city. We start by questioning the relevance and performance of the teaching of History during the colonization process and its contribution to the development of Cacoal. We started the research with a detailed bibliographical review reviewing printed and digital works, in order to know what is already known about the history and teaching of the history of Rondônia and Cacoal. The main documentary sources were reports from chroniclers, documents from colonization and education projects in Rondônia, PPPs from schools and oral reports obtained from interviews with history teachers. And we used the Oral History Methodology to obtain the teachers' oral reports. We interviewed six basic education teachers, who worked or still work in the state and/or municipal public network. The contribution of this research to the society of Rondônia was the record of memories that bring to light the mishaps that the subject History of Rondônia went through for three decades, such as the lack of available teaching materials, the overload of hours/class and the low remuneration of teachers , to improve the teaching of this subject. In this situation, teachers often supplement their income by taking on more hours at various schools. The concrete result of this dissertation was the Didactic Guide – Cacoal: guiding principles for teaching local history, to help teachers who intend to enrich their local history classes.
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15
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Kaique Alves de Souza
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ENTRE SABERES E VOZES: AS PRÁTICAS PEDAGÓGICAS NO ENSINO DE HISTÓRIA E AS TEMÁTICAS DE GÊNERO E SEXUALIDADE FORA DO ARMÁRIO
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Leader : OSVALDO MARIOTTO CEREZER
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Data: 26 nov. 2021
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???mostrarAbstract???
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This master's thesis is the result of research built within the scope of the Postgraduate Program Stricto Sensu, Professional Master's Degree in History Teaching – ProfHistória Nucleus of the University of the State of Mato Grosso – UNEMAT. The main motivator of this research was justified in the scenario of violence and discrimination that occur in the school context and the role of history teachers in promoting pedagogical practices aimed at contemporary differences and diversities. The general objective of this research was to identify if and how the themes of gender and sexuality are addressed in the pedagogical practices of history teachers from the Basic Education Network in the State of Mato Grosso. As a specific objective, we sought to identify how they are presented by the Curriculum Guidelines for Educational Diversities (2012) and the Curriculum Reference Document (2018), with regard to the use of the themes of gender and sexuality as a pedagogical principle. As a methodology for this research, we used an oral interview via oral history. Interviews were conducted with four teachers of history of Basic Education from the Public Network of the State of Mato Grosso (SEDUC/MT), about the theme of gender and sexuality and their pedagogical practices. The interviews were operated by thematic oral history (which prioritizes the scientific work focused on the voices of individuals who are historically excluded and silenced), recorded on the Google Meet platform, followed by the previously prepared interview script. In interpreting the teachers' reports, through the use of the concept of intersectionality, we sought to promote reflections that help in understanding the absence/presence of the gender and sexuality theme in the teaching of history. Through this investigation, we consider that the shy presence of discussions on gender and sexuality in the pedagogical practices of history teaching has contributed to resistance against the dominant forms of knowledge production and identity constitution. We understand that there is a scenario of silencing and erasure expressed by the lack of positioning and self-reflection of the pedagogical practices of teaching history with regard to the themes of gender and sexuality.
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16
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Leoncio Alencar Mateus de Freitas
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MEMES QUE “FORAM LONGE DEMAIS”: REPRESENTAÇÕES E ENSINO DE HISTÓRIA
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Leader : MARLI AUXILIADORA DE ALMEIDA
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Data: 26 nov. 2021
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In this research, we analyzed sources related to historical dates: April 19 - The Indian Day; the 15th of November - Proclamation of the republic and the 20th of November - The Day of Black Consciousness to Teach History of Brazil in the present through memes. The theoretical-methodological procedures used in this study are based on analyzes of representations about historical dates, dialoguing with authors from the field of the History of virtual technologies - memetics and History Teaching. Based on this research, we propose pedagogical material to use memes in History classes.
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17
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Mauricio Martins Alves Pereira
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ENSINO DE HISTÓRIA E FACEBOOK: IMPLICAÇÕES NA CONSCIÊNCIA HISTÓRICA DE ESTUDANTES DO TERCEIRO ANO DO ENSINO MÉDIO DE UMA ESCOLA PÚBLICA DE MIRASSOL D’ OESTE
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Leader : JAIRO LUIS FLECK FALCAO
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Data: 29 nov. 2021
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The present professional master dissertation ProfHistória, whose line of research is Historical Languages and Narratives, has the general objective of understanding the human capacity to make politics and “read the world”, for this to occur it is important to understand politics as a historical factor with capacity to have a significant influence on people's lives, so that such capacity can flow in a more assertive way, it is necessary to try to answer the question: how to develop a pedagogical work with the posts, in the perspective of teaching history? In order to answer this question, it is necessary to direct the work towards the interpretation of narratives posted on the Facebook social network, whose focus in question was the teaching of history. Through action research, the teacher directs activities in a closed group on the social network, later collecting the narratives seeking to contextualize them with history and history teaching. We reinforced the discussions in section I on the action research methodology, the political issues that involve the teaching and learning process, seeking to make students understand the history involved in politics. We discussed the didactics of history, and briefly we presente authors who do not commune with Rüsen (2010, 2019) and Cerri (2011) about didactics and transposition. We discussed the concept of historical consciousness that is expressed through narratives, and that it is necessary to understand them, as well as to understand their temporal typologies. Such conceptions of teaching applied in the school context can be liberating, it can act in order to allow the subject to be a critic of his society, as well as to know his social role. It happens that to work with the development of it it is necessary to work with the substantive and second order concepts, work guided by historical literacy and the didactics of history, this is a theoretical knowledge that for many scholars of history teaching is a field of knowledge, an area of knowledge. The didactics of history also help in the development of historical awareness from the moment that it seeks to understand common, scientific and scholarly knowledge in order to propose the reflective debate on the growth of the subjects. We discussed learning environments, media, social networks, Facebook as a pedagogical tool, including the website itself presents tips to the teacher; facts that we commented on as well. In this dissertation, the valorization of the student's knowledge is abundantly explored with thinkers in education, psychology, history teaching and with possible connections between them. Human development is presented by theorists as: Barca (2019); Carrenho, Tassinari and Pinto (2010); Cerri, (2011); Fonseca (2011); Freire (1967, 2002); Lee (2006, 2016); Rogers (1985); Rüsen (2001, 2019); Schmidt (2009, 2010, 2014, 2019); of these the ones that were used the most, main pillars: Cerri (2011), Freire (1967, 2002), Rogers (1985) and Rüsen (2001, 2019). Furthermore, in the dissertation, ICTs are discussed a lot nowadays and their school and social consequences as a whole.
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