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MARIA DO SOCORRO FÉLIX PEREIRA DE FRANÇA
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DIALOGUE WITH TESTIMONIES OF THE LOCAL PAST THROUGH BUILT CULTURAL HERITAGE: A STUDY OF THE ENVIRONMENT IN THE CENTER OF JOÃO PESSOA
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Asesor : ANGELO EMILIO DA SILVA PESSOA
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Fecha: 28-may-2024
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Hora: 15:00
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This dissertation text highlights the results of a study of the environment whose proven area was the Historic Center of João Pessoa, promoted in the month of September 2022, among students from the Military Police College Student Rebeca Cristina Alves Simões. We consider that the application of the methodology is capable of providing participating students with a dialogue between the vestiges of the colonial past that persist in the present time, offering them a vision of the perspectives of ruptures, permanences, historical temporalities and multiple uses that geographic spaces can assume over time. The classes invited to participate in the project belonged, at the time of its execution, to the 9th Year of ElementarySchool and, for almost two academic years - due to the Covid-19 Pandemic -, they attended classes in a remote format, so that their involvement in an activity of this nature - gestated around prior planning, preparation, going out into the field and collecting results, it allowed them to reinforce their knowledge about Colonial History, inaddition to studying the different processes, conflicts and historical temporalities present in the region. To analyze the activity, two questionnaires were applied: the first, carried out immediately after the field trip, still in 2022, semi-structured, whose objectives were to detect a socioeconomic and cultural profile of the students involved; understand the teaching-learning process of Local History and propose an assessment of the study of the environment. The second, carried out a year later, in October 2023, also semi-structured, provided abroader view of the results of the activity, allowing the analysis of concepts known by students and necessary to understand the purpose of the activity. Based on the observation that the majority of those involved in the research are inhabitants of the South Zone, far from the old central region and, on the other hand, most of them belong to families from other cities, we were able to delve deeper into the possible factors responsible for misinformation. of students in relation to the city's past establish a dialogue between the place where they live and the city's expansion process and envision the possibility of promoting the identity of Pessoense, so that it can be added to the multiple characteristics of diversity of its population. To establish a dialogue between the issues presented throughout the text, we used texts by Gonçalves (2007), Bittencourt (2008), Honor (2006), Assad (2017), Dias (1996), Pacheco (2017) among others, in addition to primary sources, such as the report by mining engineer Francisco Retumba. In addition to the study of the environment, the result of the work carried out is the script used in the field trip, which can be adopted during similar activities, aime dat teaching theHistory of João Pessoa.
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MARCOS TADEU DA COSTA JUNIOR
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PODCAST AND HISTORY TEACHING: LABOR RIGHTS AND MANIFESTATIONS IN THE STATE NOVO AND THE TEMER GOVERNMENT
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Asesor : ARIANE NORMA DE MENEZES SA
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Fecha: 22-may-2024
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Hora: 09:30
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Technological progress in the 21st century has had such a significant impact on society that it was necessary to rethink education from new perspectives, including the insertion of so-called new digital technologies into everyday school life, which has already become a reality. This research examined the effectiveness of the podcast as a didactic resource for teaching history, focusing on the history of labor in Brazil, emphasizing the relevance of workers' struggle to guarantee labor rights, comparing the Vargas Era (1930-1945) with the Temer government (2016-108). The work dealt with the podcast and its application in teaching history, since students access digital media daily and study through these means. Therefore, we identified that teaching how to filter this content for learning is important, so that theyknow how to distinguish wellfounded
content from content full of inconsistencies. To this end, we carried out a dialogue with
the proposal presented by authors such as Freire (2013), Luis andAssis (2009), Bittencourt
(2018), Gomes (2002), among others. Based on the results of this research, a workshop proposal
was created consisting of five sessions aimed at high school students, especially those in the 3rd
Year of High School, with the aim of instructing students to develop a critical sense when listening
to a podcast and extract learning from the content, complementing it with other research sources.
Furthermore, the objective was to provide instructions on how to produce a podcast, including the
script and recording, using the Audiolab application. A workshop was designed and implemented
with ten classes aimed at the 3rd Year High School class at Benigno Pessoa de Araújo High School
Reference School. The workshops had the general objective of reflecting and evaluating the
efficiency of podcast analysis as a teaching resource in teaching history. Furthermore, the objective
was to provide instructions and examine podcasts produced by the students themselves. The
workshops and podcast production addressed Labor Rights, with an emphasis on the Estado Novo
and Labor Reform (Temer Government).
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MONIQUE LEANDRO DA SILVA
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Perspectives on the History of Pirpirituba PB: A Perspective of Teaching Local History through Heritage Education
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Asesor : ANGELO EMILIO DA SILVA PESSOA
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Fecha: 20-may-2024
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Hora: 15:00
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This dissertation addresses teaching practice around Heritage Education and Local History Teaching through research carried out in the city of Pirpirituba PB, with special emphasis on the MonsenhorWalfredo Leal School and the IgrejaMatrizNossa Senhora do Rosário, in dialogue with other assets relevant assets of the city. The work presents itself as a pedagogical proposal aimed at teaching Local History and Heritage Education, aiming to raise awareness and value cultural expressions and
memory present in students' daily lives. The final product is the creation of an Activity Book
aimed at teachers of History and related areas, with guidance on how to incorporate the
proposals of this work with high school students, and can be adapted for any series in the
Final Years of Elementary School.
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EMILIO PINTO DE FIGUEIREDO JUNIOR
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Conquering Paraíba: Teaching History Through Games
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Fecha: 11-abr-2024
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Hora: 14:00
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The incorporation of games and gamification in the
classroom emerges as a significant methodological approach for teaching history, providing an
enriching and engaging experience for students. This study aims to assess the effectiveness of these
tools by utilizing the context of the conquest of Paraíba as a basis to rescue the rich local history,
often neglected due to several factors. To achieve this goal, it was decided to adopt the content
gamification methodology, involving the use of gaming elements as an educational strategy to
infuse a playful and interactive aspect into history learning. and the application of webquests, which
are structured online activities designed for researching and exploring specific themes. The learning
mediator solution created from this methodology aims to strengthen the discussion and expand the
possibilities of more engaging history teaching, in which students can connect in a meaningful way
with the past and understand the importance of local historical events for the formation of current
society.
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FABRICIO JOSE PIMENTA DE ARAUJO
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Being Black on White Pages: Analysis Of Illustrations Of The Process Of Evolution Of The Human Species In Textbooks
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Fecha: 29-feb-2024
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Hora: 09:00
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This work analyzes illustrations related to the teaching of history on the theme of the process of evolution of the human species in five textbooks. The selection criterion was the availability of access to the material. Our problem was identifying images that symbolize the minimization and invisibility of people of color in these illustrations. Our objective is to identify the presence of whiteness as a structural element in its creation. Specifically, understand whether Law 10,639/2003 changes this visual panorama and expand the availability of teaching support material. The time frame is centered between the years 2002 and 2014, that is, before and after the promulgation of this Law. Our primary source is the textbooks selected from my career as a history teacher in the
Final Phase of Elementary School in public schools. education. The theoreticalmethodological path is structured in the bibliographical review of the main theoretical frameworks that underlie discussions on Brazilian educational legislation, basically, PCNs, Law 10,639/2003 and BNCC; in the study of semiotics for the analysis of illustrations, questions about the use of images in education and in the propositional dimension, we will prepare a manual, attached, as paradidactic support material aimed at the pedagogical training of teachers of the history discipline, called, How to read images for ethnic-racial education, with the purpose of serving as a subsidy for analyzing this type of illustration in textbooks. In this aspect, it also serves as support for the qualification of teachers in
identifying strategies to minimize and/or make the African continent and its representatives
invisible in the work material.
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ROSANE SILVA RAMIRES
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How much life fits into five years? Readings in History classes on race, gender, and social class based on diary Child of the dark (1960)
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Fecha: 28-feb-2024
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Hora: 10:00
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This dissertation focuses on the study of History and Literature in the classroom, with the historical source to be analyzed being the work "Quarto de Despejo: Diário de uma Favelada" (1960) by Carolina Maria de Jesus, and a portion of Chapter 12 from the textbook "História, Sociedade e Cidadania" (2018) by Alfredo Boulos, for the 9th grade of Basic Education. In Carolina Maria de Jesus's diary, we examine reflections on her experience as a mother, woman, black person, cardboard collector, and resident of the Canindé Favela (São Paulo). In the textbook, our attention is drawn to the developmental discourse prevalent during the second decade of the 1950s in Juscelino's government. To achieve this goal, we seek to apply historical literacy in our research, thus expanding the construction of teaching and learning from a horizontal, cooperative, anti-sexist, and decolonial perspective in the teaching of History. These discussions contribute to broadening the possibilities of retelling history, considering both the pains and the redefinitions carried out by marginalized women who do not conform to the homogeneous, white, elitist standard often overlooked in textbooks. For our theoretical foundation, we draw on authors such as Pesavento (2004), Bittencourt (2008), Schmidt (2009), Crenshaw (2002), Louro (2012), Lugones, Petit
(2009; 2019), hooks (2017), Vergés (2020), Schwarcz (2015), Rocha (2020), Soares (2009; 2011), Pearce (1978), Bassanezi (2022), and others. In this sense, qualitative research takes place through the content analysis of the textual genre "diary." The final product is the script for a theatrical play about the mentioned author.
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JOSE THIAGO SILVA DOS SANTOS
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For a Teaching of Resistances: Possibilities of educational practices in São Miguel de Taipu-Paraíba/PB
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Fecha: 19-feb-2024
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Hora: 10:00
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This research approaches discussions about the effective application of Law 11.645/08 in elementary schools in the municipality of São Miguel de Taipu- Paraíba/PB, 15 years after its approval. The study aims to investigate the role of teachers training in the practice of emphasizing the indigenous peoples, which is the curriculum adopted, and the space given to approach indigenous themes in the real curriculum in History Teaching. The pedagogical choices of History teachers, the contributions of education network supervisors, and the actions of the Department of Education to encourage practice by teachers are also investigated. This research uses the decolonial perspective as theoretical support, with the authors Walsh (2013; 2017), Quijano (2005) and Brighenti (2016). To discuss the curriculum, there are dialogues with Tardif (2002), Bittencourt (2009), and Silva (1999). In-depth indigenous issues, Munduruku (2009; 2021), Kayapó (2023), Krenak (2020) and Kambeba (2013) are used. The methodology used was qualitative research, with bibliographic and documentary analysis, and online questionnaires applied in schools to teachers, supervisors, and coordinators of elementary schools. The objective was to collect objective and subjective data to support the research conclusions. Systematizing these discussions, I describe the execution of an Intercultural Week entitled "The Indigenous theme in Basic Education: Dialoguing with ancestral knowledge", including a thematic exhibition in the 9th grade of Elementary School at "Escola Governador Flávio Ribeiro Coutinho" as well as Continuing Training given for teachers who compose this school, using indigenous themes to expand curricular possibilities for both teachers and students. The study seeks to contribute to teaching practices that promote a more democratic and civic education, valuing cultural diversity and the stories of indigenous peoples in History Teaching.
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