Presentation

The Graduate Program in History of the Federal University of Paraíba, Brazil (PPGH-UFPB) is an Academic Master's and Doctorate recognized and accredited by the Federal Agency for Support and Evaluation of Graduate Education (CAPES) and The Brazilian Ministry of Education since 2004 and 2023, respectively. Its Area of Concentration is "History and Historical Culture", which expresses the articulation between the historical process, the production of knowledge and its transmission, unfolding in two lines of research: "History and Regionalities" and "Teaching of History and Historical Knowledge".

Area of Concentration

History and Historical Culture

The concentration area "History and Historical Culture" is characterized by stimulating and encompassing investigations that address the multiple forms of production, appropriation and uses of historical knowledge and the past and its expression in contemporary times. Historical Culture is an area of History Theory dedicated to reflecting on the production of historical experience in society and how communities form and transmit their vision of the past, including not only academic historiography, but also different narratives in society about history, its knowledge, its languages and supports. Among these areas, we highlight theoretical and methodological training, analysis of different historical experiences and socialization of knowledge. In this sense, this area of concentration also seeks to follow the circuit of professional qualification necessary for the production of historical knowledge, its critical analysis and its teaching, through fundamental angles of historical culture. This approach recognizes that socio-political conflicts throughout various historical processes generate conceptions of history, which, in turn, help shape the social meanings of current practices and relationships. In other words, they form aspects of historical culture—a symbolic-systemic construct that links the present with the past of a society or social group as it seeks to understand, explain, preserve, or transform particular social orders, practices, and identities. Historical culture can therefore be shaped by a variety of sources and agents, including the arts, media, memory institutions, political discourse, religious texts and interpretations, oral traditions, and more. Thus, while recognizing the existence of historical culture acknowledges that shaping interpretations of the past is not solely the domain of professional historians, academic research, grounded in theoretical and methodological training that supports the critical analysis of empirical sources, must also reflect on the processes that shape these conceptions and the socially shared knowledge about the past. It is, therefore, essential for the historian to critically analyze the social conditions of the production and dissemination of a given historical culture and its relations with the academic production of historical knowledge itself. To develop these perspectives on historical culture in greater depth, two research lines were established: "History and Regionalities" and "Teaching History and Historical Knowledge."

Research Lines

History and Regionalities

The "History and Regionalities" research line focuses on investigating the historical construction of regional identities and the symbolic-political elements that shape a region's cultural, social, political, and economic aspects. These regionalities are understood in connection with broader local, national, transnational, or global processes. The emphasis of this line of research is directly related to the concentration area of "History and Historical Culture" insofar as it proposes to address, from a regional analysis perspective, contents of historical culture, trying to denaturalize the idea of regionality as a strictly geographical or cartographic spatial representation, but as historical and social constructions. Therefore Regionalities are understood as historical constructs that are components of historical cultures produced, disseminated and appropriated by social agents in disputes shrouded in conceptions of historicity, and may take the form of integration, distinction or ruptures in relation to broader dimensions. This implies thinking, for example, about social and power disputes around memory, cultural practices, the formation of social identities, historical narratives, physical and symbolic territories and territorialities, and the constitution of future projects based on conceptions of history. The research within this line, dedicated to exploring the historical construction of regionalities, aims to challenge and deconstruct often rigid conceptions of established centers and peripheries, as well as the relationships and worldviews between dominant and marginalized social groups. It allows for the inclusion of investigations from diverse theoretical-methodological perspectives and approaches on issues characteristic of regionalities, such as ethnic-racial relations; gender relations and intersectionality; economic relations; political dynamics, understood through everyday political practices, political cultures, or institutional policies; labor, social movements, and classes in relation to the State; the circulation of ideas, representations, the formation of knowledge and power structures; educational practices and ideologies; and religious practices and imaginaries.


Teaching History and Historical Knowledge

The "Teaching History and Historical Knowledge'' Line of Research is defined by the development of investigations around historical knowledge and historical culture in their articulations with the teaching of History and historiography. Historical knowledge is understood as a set of elaborations and appropriations of historical knowledge and temporalities in their meanings and practices in the circuit of historical culture. Historical culture refers to the existence of several ways of understanding the different temporalities, which go beyond the formal aspects elaborated by historians in their craft. In turn, the teaching of History and historiography is related to the formal conditions of production and circulation of knowledge within the scope of historiographic culture and school cultures. By acknowledging that historical culture is not exclusive to the historian’s profession, it is understood that the historian's role is to analyze how this knowledge impacts both within and beyond the educational context, fostering reflections through the lens of local and regional histories that can engage with broader narratives. The studies developed within this research line are based on the premise of the specific nature of historical knowledge, focusing not only on the narratives and historiographic work produced by historians, but also on the various ways historical knowledge is created and conveyed—through cinema, literature, television, the press, visual arts, theater, popular culture, cordel literature, heritage and heritage education, photography, music, digital media, and other avenues. This approach opens the door to investigating languages that were not traditionally part of the narrative tools used by historians, but which in recent decades have proven to be rich fields for discussing historical knowledge. It also facilitates research into the use of these languages in both academic and educational settings. In this process of researching the different forms of expression and transmission of historical knowledge and the teaching of History, we intend to identify concepts and subjects and, from there, understand the relations with the past undertaken through narratives, memories and silences, seeking theoretical reflection on the historiographic and teaching practice itself. This Line of Research welcomes the development of the following themes related to the teaching of History and historical knowledge: teacher training, undergraduate degrees and basic education; curriculum and school culture; memory and heritage education; educational legislation and policies; uses of contemporary media and technologies in history; historiographic languages; regionalities and local history; biopolitics and training institutions; hegemony practices; gender and intersectionalities; ecohistory; public history; political cultures; post-colonial, decolonial and decolonial theories; historiography.
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PPGH-UFPB aims to:

I – General Objective of the Master's Degree:

To train history professionals with a commitment to rigorous technical and scientific standards while respecting the diverse theoretical and methodological perspectives in the field, equipping them to work in various areas where historical knowledge is sought by civil society, public institutions, and the labor market, with a particular focus on research and teaching practices.

II – Specific Objectives of the Master's Program:

a) Produce quality master's thesis endorsed by the academic community in the area of History related to social, political, economic, cultural, educational and religious processes, the conditions of production of historical knowledge, historical culture and the teaching of History;

b) Qualify professionals for teaching in higher education, with emphasis on a solid theoretical-methodological training and the perspective of inseparability of teaching and research practices;

c) Qualify professionals for teaching in basic education, with emphasis on a solid theoretical-methodological training and the perspective of inseparability of teaching and research practices;

d) Qualify professionals in the area of History to work in institutions that develop policies to preserve memory and historical heritage, cultural entities, media, social movements, non-governmental organizations, etc.;

e) Train professionals to carry out advanced historical research autonomously in order to contribute directly to the expansion of issues, methods, techniques and theoretical horizons characteristic of historiographic practice;

f) Encourage his/her students and graduates to the permanent continuity of their training and qualification, in particular, to deepen their research and studies in doctoral programs;

g) Develop projects, studies and historical research aiming at relevant contributions in the specific fields covered by the concentration area and the research lines of the Program;

h) Ensure working conditions of the accredited professors in the Program and their continuous qualification in postdoctoral courses, in order to maintain their autonomy in the activities pertinent to the production of historical knowledge and the solid training of his/her students and supervisors;

i) Foster reflections on the teaching of History and school history knowledge in basic education and higher education;

j) Contribute to the identification and preservation of documentary collections and places of social memory, especially in the areas covered by PPGH-UFPB and the research exercise and other professional activities of its professors, students and graduates;

l) Qualify professionals for intervention in social and cultural debates and policies that require the understanding of related historical issues;

m) Contribute to the reduction and elimination of regional inequalities, considering that most of its objects of investigation and the professional performance of its graduates refer to the Northeast region and its interior, historically lacking investments that allow the establishment of qualified specialized professionals;

n) Encourage collaborative professional practices through research groups, institutional agreements and partnerships, participation in and organization of events, as well as offering instructional and supplementary courses. This approach aims to create opportunities for exchanging experiences, conducting academic activities, and popularizing historical knowledge;

o) Promote venues for the dissemination of historical knowledge by organizing and co-organizing academic events and regularly publishing Saeculum – History Magazine, its specialized journal in the field.
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III - General Objective of the Doctorate Program:

Train history professionals with a doctoral degree, adhering to principles of rigorous technical and scientific quality and respecting the diverse theoretical and methodological perspectives in the field. Prepare them to work in various areas where historical knowledge is sought by civil society, public institutions, and the job market, with a particular emphasis on research and teaching practices.

IV – Specific Objectives of the Doctorate Degree

a) Produce high-quality doctoral dissertations that are endorsed by the academic community in the field of History, focusing on social, political, economic, cultural, educational, and religious processes, as well as the conditions for producing historical knowledge, historical culture, and the teaching of History.

b) Qualify professionals for teaching in higher education, with emphasis on a solid theoretical-methodological training and the perspective of inseparability of teaching and research practices;

c) Qualify professionals for teaching in basic education, with emphasis on a solid theoretical-methodological training and the perspective of inseparability of teaching and research practices;

d) Qualify professionals in the area of History to work in institutions that develop policies to preserve memory and historical heritage, cultural entities, media, social movements, non-governmental organizations, etc.;

e) Train professionals to carry out advanced historical research autonomously in order to contribute directly to the expansion of issues, methods, techniques and theoretical horizons characteristic of historiographic practice;

f) Develop projects, studies and historical research aiming at relevant contributions in the specific fields covered by the concentration area and the research lines of the Program;

g) Ensure working conditions of the accredited professors in the Program and their continuous qualification in postdoctoral courses, in order to maintain their autonomy in the activities pertinent to the production of historical knowledge and the solid training of his/her students and supervisors;

h) Foster reflections on the teaching of History and school history knowledge in basic education and higher education;

i) Contribute to the identification and preservation of documentary collections and places of social memory, especially in the areas covered by PPGH-UFPB and the research exercise and other professional activities of his/her professors, students and graduates;

j) Qualify professionals for intervention in social and cultural debates and policies that require the understanding of related historical issues;

l) Contribute to the reduction and elimination of regional inequalities, considering that most of its objects of investigation and the professional performance of PPGH-UFPB graduates will tend to refer to the Northeast region and its interior, historically lacking investments that allow the establishment of qualified specialized professionals;

m) Foster collaborative professional practices, through research groups, institutional agreements and partnerships, participation and organization of events, offering didactic and paradidactic courses and other spaces for exchanging experiences and carrying out academic activities and popularizing historical knowledge;

o) Promote venues for the dissemination of historical knowledge by organizing and co-organizing academic events and regularly publishing Saeculum – History Magazine, its specialized journal in the field.

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Curricular

Structure of the Master's Program

Students in the Master's Program in History at PPGH-UFPB must complete a total of 24 credits. This includes 12 credits from three mandatory courses and 12 credits from elective courses. Additionally, students are required to earn 2 credits through a Teaching Internship.

Mandatory courses

HISTORY METHODOLOGY (60 hours, 4 credits) - Scientific revolution and scientific method. Historical scholarship and heuristic formulations. The philological method and documentary criticism. The historical method and historical science. Research Methods and Techniques Methodological currents of the 20th century. The documentary revolution and the statute of testimony. Criticism of the document/monument and use of historical sources. Method and production of historical knowledge.

HISTORY THEORY - EHSH (60 hours, 4 credits) - Study of History Theories with regard to explanations of the historical process and systematic knowledge, considering their methodological and ideological implications on the practice of historians. Reflection on the theoretical references guiding the various Historical Schools, privileging the notions of object of study, writing models, scientific criteria and procedure for systematizing historical knowledge. The theoretical discussion on the forms of elaboration and vulgarization of historical knowledge based on fundamental links between History and Memory, in view of the relations between historians and society. Historical Culture, Teaching History and Historical Knowledge.

HISTORY THEORY - H&R (60 hours, 4 credits) - Study of History Theories with regard to explanations of the historical process and systematic knowledge, considering their methodological and ideological implications on the practice of historians. Reflection on the theoretical references guiding the various Historical Schools, privileging the notions of object of study, writing models, scientific criteria and procedure for systematizing historical knowledge. The theoretical discussion on the forms of elaboration and vulgarization of historical knowledge based on fundamental links between History and Memory, in view of the relations between historians and society. Historical Culture, History and Regionalities. Analysis scales. Spatial clippings and regional, national and global processes.

DISSERTATION SEMINAR (60 hours, 4 credits) - Integrating Seminar between the History and Historical Culture concentration area and the respective line of research (Teaching History and Historical Knowledge or History and Regionalities). Historiographies, sources and methodologies. Defense of the theme and formulation of the student's research from an elaborated text, with subsequent argumentation of a reader teacher.


Elective courses

SPECIAL TOPICS IN HISTORY and HISTORICAL CULTURE I (60 hours, 4 credits) - Memory, historical awareness and historical culture. Historical culture and historiography. Politics, social practices, knowledge and historical culture. Uses of the past. Symbolic power and hegemony. Historical culture and representations. Historical Culture and Formation of Social Identities. Historical Culture, History and Regionalities.

SPECIAL TOPICS IN HISTORY and HISTORICAL CULTURE II (60 hours, 4 credits) - Historical, imaginary culture, myth and religious phenomena. Religious identity. Atheism. Power and religion.

SPECIAL TOPICS IN CULTURAL HISTORY I (60 hours, 4 credits) - The main approaches in the field of Cultural History. Theoretical-methodological perspectives for research on Cultural History from the perspective of the history of reading, books, journals and reading practices. Representations, culture, imaginary. History and Narrative.

SPECIAL TOPICS IN CULTURAL HISTORY II (60 hours, 4 credits) - History and Historical Culture. Cultural Heritage. Tangible and Intangible Heritage Asset Diversity. Heritage, document and monument. Cultural Heritage in Brazil. Heritage and historical research. Teaching History and Heritage. Heritage Education.

SPECIAL TOPICS IN POLITICAL HISTORY I (60 hours, 4 credits) - New approaches to Historical Politics. Forms of political participation. Political culture and representations of power. Power, politics and society. Modes of domination, society and State. Power relations, political elites and elections. Political myths and imaginaries. Politics and Regionalities. Power relations and History teaching.

SPECIAL TOPICS IN POLITICAL HISTORY II (60 hours, 4 credits) - The Formation of the Nation-State in Brazil. Study of Brazilian society in the 19th century. Historical experiences and political cultures. Family networks, strategies and trajectories in the political scenario. The history of health, diseases and relations of knowledge and power. Print, press, power and politics. History of education in the 1800s and political culture.

SPECIAL TOPICS IN SOCIAL HISTORY I (60 hours, 4 credits) - Social history, power and politics. The historian and the history of the present time; theoretical conceptions about the relations between social classes, politics and the State; class cultures; the centrality of the labor sphere, social classes and intersectionality; capitalism and spatial scale: the contemporary history between the regional, the national and the global. Modes of domination, society and State. Marxism and politics.

SPECIAL TOPICS IN SOCIAL HISTORY II (60 hours, 4 credits) - Thoughts of Intellectuals in the African Diaspora. Pan-Africanism. Negritude (Blackness) Quilombismo. Black Feminism, Black Atlantic and Diasporas. Literature and Racial Relations. Decoloniality. Intersectionality: race, gender, class. Indigenous Intellectuality.

SPECIAL TOPICS IN HISTORY and HISTORIOGRAPHY I (60 hours, 4 credits) - The active relationship between theory, methodology and historiography. Intersections between political and social history in Brazilian historiography. Historical subjects: historiographical perceptions about subjects and resistances in History. State, historical culture and historiography. Political implications of the historian's craft.

SPECIAL TOPICS IN HISTORY and HISTORIOGRAPHY II (60 hours, 4 credits) - Questions and debates on the production of historical knowledge in the contemporary world and the revisiting of the classics of historiography. Intersections between academic production and historical culture.

SPECIAL TOPICS IN HISTORIOGRAPHIC LANGUAGES I (60 hours, 4 credits) - History, historiography, narratives, and digital and audiovisual languages. Historiographic languages and historical sources. Visual history, Visual culture. Visual narratives. Audiovisual production. Photography Comics. Cinema. Television. Theater. Performance. Music Plastic Arts. Literature Press Internet; Digital Media Games and Historical Culture. Visual languages in History Teaching.

SPECIAL TOPICS IN HISTORIOGRAPHIC LANGUAGES II (60 hours, 4 credits) - Historiographic languages and historical sources. Oral history, theoretical-methodological approaches: relationship with memory, narrative and historiography. Oral history and contemporary challenges. Written history and oral history. Historical knowledge, images and orality.

SPECIAL TOPICS IN HISTORY and HISTORY TEACHING I (60 hours, 4 credits) - The specificity of History Teaching as a field of research; historiographic languages in research on History Teaching and its discursive production; the processes of circulation and teaching of History in school and non-school spaces; school historical culture in its materiality from the perspective of history teaching research.

SPECIAL TOPICS IN HISTORY and HISTORY TEACHING II (60 hours, 4 credits) - Approaches to practices and knowledge related to the teaching of history in its relationship with the various school subjects; school knowledge, social process and cultural experiences; history and historical culture teaching; intentionalities, sensibilities, world of work and history teaching; memory, cultural heritage, social experience and history teaching; languages, culture and history teaching; history and history teaching of subalternized subjects.

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Final Course Work/Master's Dissertation in History

Once all prerequisites have been met within 18 months of enrollment—completing 12 credits in mandatory courses, 12 credits in elective courses, 2 mandatory credits for the Teaching Internship (for scholarship holders), demonstrating proficiency in a foreign language (English, Spanish, French, Italian, or German), and defending the Qualification Examination—the candidate for the Master’s degree in History will be eligible to defend their Final Course Work, or Master’s Dissertation in History. This must be done within a minimum of 12 months and a maximum of 24 months thereafter. In special cases, and with the Collegiate's approval, an extension of up to 6 months may be granted.

The Master's Dissertation in History is an original and unpublished text, structured into coherent sections, where the student presents an in-depth analysis of specific issues related to historical processes and the conditions for producing knowledge and/or teaching History. The dissertation should focus on well-defined problem areas, with a clear temporal and spatial scope, and should be developed through analysis grounded in theoretical frameworks and methodological procedures typical of historical inquiry. It must engage with primary sources and contribute to the existing historiographical knowledge on similar themes or subjects.
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Curricular

Doctorate Program Structure

The Doctoral program in the Graduate Program in History has a minimum duration of 24 months (equivalent to 4 academic semesters) and a maximum duration of 48 months (equivalent to 8 academic semesters). This timeframe is counted from the start of the first academic semester in the program until the date of the successful defense of the Thesis. To complete the Doctoral program, students must accumulate a minimum of 40 credits.

Mandatory courses

HISTORY METHODOLOGY (60 hours, 4 credits) - Mandatory (for graduates of Master's courses in other areas);

Scientific revolution and scientific method. Historical scholarship and heuristic formulations. The philological method and documentary criticism. The historical method and historical science. Research Methods and Techniques Methodological currents of the 20th century. The documentary revolution and the statute of testimony. Criticism of the document/monument and use of historical sources. Method and production of historical knowledge.


HISTORY THEORY – EHSH (60 hours, 4 credits) - Mandatory (for graduates of Master's courses in other areas and linked to the Doctorate in the EHSH research line);

Study of History Theories with regard to explanations of the historical process and systematic knowledge, considering their methodological and ideological implications on the practice of historians. Reflection on the theoretical references guiding the various Historical Schools, privileging the notions of object of study, writing models, scientific criteria and procedure for systematizing historical knowledge. The theoretical discussion on the forms of elaboration and vulgarization of historical knowledge based on fundamental links between History and Memory, in view of the relations between historians and society. Historical Culture, Teaching History and Historical Knowledge.


HISTORY THEORY – H&R (60 hours, 4 credits) - Mandatory (for graduates of Master's courses in other areas and linked to the Doctorate in the H&R research line);

Study of History Theories with regard to explanations of the historical process and systematic knowledge, considering their methodological and ideological implications on the practice of historians. Reflection on the theoretical references guiding the various Historical Schools, privileging the notions of object of study, writing models, scientific criteria and procedure for systematizing historical knowledge. The theoretical discussion on the forms of elaboration and vulgarization of historical knowledge based on fundamental links between History and Memory, in view of the relations between historians and society. Historical Culture, History and Regionalities. Analysis scales. Spatial clippings and regional, national and global processes.


HISTORY THESIS SEMINAR I (60 hours, 4 credits);

HISTORY THESIS SEMINAR II (60 hours, 4 credits);

TEACHING INTERNSHIP I (60 hours, 2 credits) Mandatory only for scholarship holders, optional for others;

TEACHING INTERNSHIP II (60 hours, 2 credits) Mandatory only for scholarship holders, optional for others

Elective Subjects

SPECIAL TOPICS IN HISTORY and HISTORICAL CULTURE I (60 hours, 4 credits) - Memory, historical awareness and historical culture. Historical culture and historiography. Politics, social practices, knowledge and historical culture. Uses of the past. Symbolic power and hegemony. Historical culture and representations. Historical Culture and Formation of Social Identities. Historical Culture, History and Regionalities.


SPECIAL TOPICS IN HISTORY and HISTORICAL CULTURE II (60 hours, 4 credits) - Historical, imaginary culture, myth and religious phenomena. Religious identity. Atheism. Power and religion.


SPECIAL TOPICS IN CULTURAL HISTORY I (60 hours, 4 credits) - The main approaches in the field of Cultural History. Theoretical-methodological perspectives for research on Cultural History from the perspective of the history of reading, books, journals and reading practices. Representations, culture, imaginary. History and Narrative.


SPECIAL TOPICS IN CULTURAL HISTORY II (60 hours, 4 credits) - History and Historical Culture. Cultural Heritage. Tangible and Intangible Heritage Asset Diversity. Heritage, document and monument. Cultural Heritage in Brazil. Heritage and historical research. Teaching History and Heritage. Heritage Education.


SPECIAL TOPICS IN POLITICAL HISTORY I (60 hours, 4 credits) - New approaches to Historical Politics. Forms of political participation. Political culture and representations of power. Power, politics and society. Modes of domination, society and State. Power relations, political elites and elections. Political myths and imaginaries. Politics and Regionalities. Power relations and History teaching.


SPECIAL TOPICS IN POLITICAL HISTORY II (60 hours, 4 credits) - The Formation of the Nation-State in Brazil. Study of Brazilian society in the 19th century. Historical experiences and political cultures. Family networks, strategies and trajectories in the political scenario. The history of health, diseases and relations of knowledge and power. Print, press, power and politics. History of education in the 1800s and political culture.


SPECIAL TOPICS IN SOCIAL HISTORY I (60 hours, 4 credits) - Social history, power and politics. The historian and the history of the present time; theoretical conceptions about the relations between social classes, politics and the State; class cultures; the centrality of the labor sphere, social classes and intersectionality; capitalism and spatial scale: the contemporary history between the regional, the national and the global. Modes of domination, society and State. Marxism and politics.


SPECIAL TOPICS IN SOCIAL HISTORY II (60 hours, 4 credits) - Thoughts of Intellectuals in the African Diaspora. Pan-Africanism. Negritude (Blackness) Quilombismo. Black Feminism, Black Atlantic and Diasporas. Literature and Racial Relations. Decoloniality. Intersectionality: race, gender, class. Indigenous Intellectuality.

SPECIAL TOPICS IN HISTORY and HISTORIOGRAPHY I (60 hours, 4 credits) - The active relationship between theory, methodology and historiography. Intersections between political and social history in Brazilian historiography. Historical subjects: historiographical perceptions about subjects and resistances in History. State, historical culture and historiography. Political implications of the historian's craft.


SPECIAL TOPICS IN HISTORY and HISTORIOGRAPHY II (60 hours, 4 credits) - Questions and debates on the production of historical knowledge in the contemporary world and the revisiting of the classics of historiography. Intersections between academic production and historical culture.

SPECIAL TOPICS IN HISTORIOGRAPHIC LANGUAGES I (60 hours, 4 credits) - History, historiography, narratives, and digital and audiovisual languages. Historiographic languages and historical sources. Visual history, Visual culture. Visual narratives. Audiovisual production. Photography Comics. Cinema. Television. Theater. Performance. Music Plastic Arts. Literature Press Internet; Digital Media Games and Historical Culture. Visual languages in History Teaching.

SPECIAL TOPICS IN HISTORIOGRAPHIC LANGUAGES II (60 hours, 4 credits) - Historiographic languages and historical sources. Oral history, theoretical-methodological approaches: relationship with memory, narrative and historiography. Oral history and contemporary challenges. Written history and oral history. Historical knowledge, images and orality.

SPECIAL TOPICS IN HISTORY and HISTORY TEACHING I (60 hours, 4 credits) - The specificity of History Teaching as a field of research; historiographic languages in research on History Teaching and its discursive production; the processes of circulation and teaching of History in school and non-school spaces; school historical culture in its materiality from the perspective of history teaching research.

SPECIAL TOPICS IN HISTORY and HISTORY TEACHING II (60 hours, 4 credits) - Approaches to practices and knowledge related to the teaching of history in its relationship with the various school subjects; school knowledge, social process and cultural experiences; history and historical culture teaching; intentionalities, sensibilities, world of work and history teaching; memory, cultural heritage, social experience and history teaching; languages, culture and history teaching; history and history teaching of subalternized subjects.

Final course work/Doctoral Thesis in History

The Doctoral Dissertation in History is an original and unpublished text, organized into well-defined sections, where the student presents an in-depth analysis of specific issues related to historical processes and the conditions for producing knowledge and/or teaching History. The dissertation must address well-defined problem areas, with clear temporal and spatial boundaries, and should be developed through analysis grounded in theoretical frameworks and methodological procedures typical of historical research. It should engage with primary sources and contribute to existing historiographical knowledge on similar themes or subjects.

The author must demonstrate a thorough understanding of the sources and literature related to their research, clearly outlining the theoretical and methodological approach of the investigation and assessing, refining, or revising the initial hypotheses that guided the research. The doctoral dissertation should be recognized by the academic community, represented by a committee of specialists, as a significant and relevant contribution to advancing historical knowledge, distinguished by its depth, originality, and novelty.
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Secretariat

ANDERSON SANTOS LIMA - Administrative Technician

Contacts should be made by email ufpbppgh@gmail.com