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JULIO KENNEDY PEREIRA DE SOUSA
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"Recognizing Roma Identity Through History Education at Irmã Iraídes Holanda Lavour Municipal School in Sousa, Paraíba
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Advisor : NAYANA RODRIGUES CORDEIRO MARIANO
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Date: Aug 28, 2025
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Time: 09:00
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Show Summary
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This study aims to discuss, through qualitative research, the relationship between Calon Roma
students in the municipality of Sousa, Paraíba, and the school environment. It focuses on the
attendance and participation of 5th-grade students in Elementary Education, as well as the
manifestations of Roma history and culture within the daily routine of EMEF Irmã Iraides Holanda
Lavour, particularly in the History subject. The research adopts an exploratory approach, grounded
in bibliographic studies on the Calon ethnicity and theoretical dialogue with concepts such as
historical consciousness, memory, and identity. Based on the findings, the study seeks to encourage
reflection on the expressions of Roma identity in pedagogical practices through the development and implementation of the formative booklet "Calon Roma: Roots and Memory", designed to guide
teachers on ethnic-racial relations and to promote student protagonism. The research contributes to
expanding possibilities for creating tools that value history as re-signified by Roma children
through History education in formal learning environments, fostering a more inclusive approach to
cultural diversity.
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PABLO FERNANDO JERONIMO DE S RODRIGUES
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INCLUSION AND ADAPTATION OF ASSESSMENTS IN HISTORY EDUCATION: PEDAGOGICAL STRATEGIES FOR PERSONS WITH DISABILITIES IN FORMAL EDUCATION
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Advisor : DAMIAO DE LIMA
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Date: Aug 28, 2025
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Time: 09:00
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Show Summary
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This dissertation investigates the practices of inclusion and adaptation of assessments in History education for students with disabilities, focusing on the Francisco Leocádio Ribeiro Coutinho State School, located in Várzea- Nova, PB, Brazil. The main objective is to review the evaluative approaches applied to these students and to propose pedagogical strategies tailored to their needs, promoting the development of the expected competencies and skills in History teaching. The research is justified by the author's personal experience as a teacher with visual impairment and dyslexia, whose educational journey was marked by the absence of inclusive methodologies. The investigation adopts a qualitative and quantitative approach, based on bibliographic review, document analysis, diagnostic assessments, and case studies of students with ADHD, ASD, and dyslexia. Data from the Brazilian Institute of Geography and Statistics (IBGE), school records, and field observations were used to understand the impacts of traditional assessment practices on this group. As a result, the study presents a set of adapted activities that respect the cognitive and sensory specificities of the students analyzed, incorporating visual resources, technology, and educational games, with the support of artificial intelligence tools. The findings indicate that the lack of inclusive assessment practices undermines the permanence and learning of students with disabilities, and that History teaching, when adapted, can serve as a tool for citizenship, valuing diversity, and combating exclusion. This dissertation contributes to the critical reflection on teacher education, equity in the assessment process, and the development of pedagogical practices that ensure the right to learning for all students.
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CARLOS AUGUSTO DA SILVA
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THE EXPLOITATION OF LABOR DURING THE BUSINESS-MILITARY DICTATORSHIP IN BRAZIL: A PROPOSAL FOR A WORKSHOP CLASS IN HISTORY TEACHING
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Date: Aug 26, 2025
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Time: 09:00
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Show Summary
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This research focused on labor exploitation during the military-business dictatorship in Brazil. The primary objective of the research was to conduct a History Teaching Class to introduce the topic of labor exploitation during the regime in the classroom. Its specific objectives were: to explore, through the digital podcast tool, high school students' historical learning on the topic in question, and to problematize, within the History Class, the reception of a reporting tool with questions answered by students, based on the study of episodes of the podcast História em Meia Hora and reports from the website Agência Pública about companies complicit in the dictatorship. Our research question was based on the following: why is there a predominant teaching style about the military dictatorship in history classes that focuses on the repression of individual rights and, to a certain extent, obscures social rights and the exploitation of workers? The use of the Workshop Class methodology, developed by Isabel Barca (2004), served as the basis for the development of the research, in dialogue with the concepts that underpin History Teaching and are defined as Historical Learning, Historical Literacy, and Historical Consciousness. Four reporting instruments administered to 2nd-grade (2023) and 3rd-grade (2024) classes were analyzed, observing whether the responses given demonstrated knowledge of concepts such as Historical Source, Nouns, and Second-Order, in addition to the students perception of "Historical Consciousness. We concluded that the ideas were, in fact, assimilated by the students. As a final product, we developed a Workshop Class (Barca, 2004) addressing the topic of the corporate-military dictatorship.
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VANESSA DOS SANTOS SILVA
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EGYPTIAN AND YORUBA COSMOLOGY IN CARD AND BOARD GAMES: A DECOLUMIAL APPROACH
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Advisor : PRISCILLA GONTIJO LEITE
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Date: Aug 25, 2025
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Time: 14:00
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Show Summary
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This dissertation focuses primarily on the development of board and card games about Egyptian mythology and Yoruba cosmology for use in sixth-grade history classes in middle school. The relevance of the product lies in its potential to develop historical awareness in individuals of Afro-Brazilian descent, according to a teaching approach that involves the concept of Decoloniality of Knowledge, reflecting on perceptions, aspects, and cultural heritage that are often overlooked in the social context of a colonized country, such as the influential power of the mythological universe, for example, of Ancient Greece, which is present throughout Western imagination
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NATALIA VIANA ALVES SILVA
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NOVEMBER 15TH AND THE BRAZILIAN REPUBLIC: concepts and learning in History classes with comics
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Advisor : MARTINHO GUEDES DOS SANTOS NETO
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Date: Aug 25, 2025
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Time: 09:00
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Show Summary
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The implementation of the Brazilian republican system brought a new political, economic, and social perspective to the country. The main research will address the process of the Proclamation of the Republic and its consequences, seeking to understand the factors that led to the implementation of November 15th (1889). The key concepts that will guide the research are oligarchy, coronelismo, the vote of the cabresto (a vote of the cabresto), and citizenship, aiming to highlight the victorious republican model. The work intends to use comics, specifically "The Empire Falls! I'll See the Republic!" by Angeli and Lilia Schwarcz, to help 9th- grade students better understand the Republic. Recognizing the gap in textbooks regarding the republican system, the research proposes creating comics in the classroom as a way to deepen and improve students' understanding of this content. Throughout the text, the transition from the Empire to the Republic will be discussed, analyzing the changes this new political system brought to society at the time. The Theoretical Methodological support that will be present in the discussions is based on the studies of (CERVALHO, 2017), (VIOTTI 1999), (SCHWARZ, 2009), (NAPOLITANO, 2016), (FAUSTO, 1992), (DOLHNIKOFF, 2005).
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ANTÔNIO PACÍFICO DE ALMEIDA NETTO
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THE STUDY OF THE HISTORY OF GOIANA (PE) BASED ON DOCUMENTARY AND HERITAGE SOURCES: A DIDACTIC PROPOSAL
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Advisor : ANGELO EMILIO DA SILVA PESSOA
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Date: Aug 15, 2025
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Time: 15:00
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Show Summary
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This study aimed to investigate and develop a didactic
proposal focused on the use of documentary and heritage sources in History education, with the
municipality of Goiana, in Pernambuco, as the reference setting. Although it is one of the oldest
localities in Brazil, Goiana still lacks systematized studies and specific educational materials about
its history, which motivated the development of this research. The proposed plan included a
pedagogical intervention that values local heritage as a teaching tool, incorporating written
documents, images, buildings, and cultural expressions that form the citys collective memory. The intention was to contribute to the construction of meaningful historical learning by encouraging students sense of belonging, their active role in the production of historical knowledge, and the appreciation of cultural heritage. Based on the guidelines of the Brazilian National Common Curricular Base (BNCC) and the National Curriculum Parameters (PCNs), it is understood that History teaching should promote critical analysis of different sources and foster an investigative attitude among students. As a final product, a didactic sequence was developed for high school classes at EREMJA-Goiana. This initiative sought not only to address existing gaps in the teaching of Goianas history but also to encourage a more engaged, contextualized, and meaningful pedagogical practice for students.
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MARCIA PEREIRA DO NASCIMENTO
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he history of black racism: marks and resistance in Rap poetry
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Advisor : DAMIAO DE LIMA
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Date: Aug 14, 2025
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Time: 09:00
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Show Summary
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This study investigates the origins of the inferiorization of Black people, considering the philosophical and scientific perspectives that shaped knowledge between the 16th and 19th centuries and their impact on the lives of the Black population in the 20th and 21st centuries. Building on this, I analyze authors who engage with these conceptual originsnamely: Sílvio de Almeida, Clóvis Moura, Angela Davis, Florestan Fernandes, Frantz Fanon, and Lília Schwarczto demonstrate the constitution of anti-Black racism in contemporary society. These authors explore the multifaceted manifestations of these historical imprints, from the most common to the most subtle, while acknowledging the violence rooted in Brazil's cultural formation. Drawing from these theoretical foundations, I examine the post-abolition reality for the Black population concerning the labor market, education, identity, subjectivity, and self-esteem. In this context, it was necessary to define the concept of anti-Black racism that structures Brazilian society, highlighting its distinctions when compared to other historical realities. Therefore, starting from the abolition, the subsequent reality for Black people, and the enduring manifestations of racism today, this study reflects on the institution's roots in the enslavement of Black people, which persisted until 1888. This analysis demonstrates the role of the State, govemments, and society in the Black experience, addressing the debate over claims denying racism in Brazil against the evidence of its existence. As a result of extensive struggles, the achievements of Black people have led to affirmative action laws implemented by the State, particularly in education, serving as a driving force to reduce the social gaps they face. Consequently, by focusing on education and the application of these laws in this specific fieldparticularly basic educationthis study aims to document a project developed over a school year. The project, which constitutes the research corpus, was conducted with 8th and 9th-grade students in the municipal school system of João Pessoa and centered on racial literacy and rap workshops for students' original creative productions. From this perspective, I highlight a teaching strategy for the production of Rap that promotes student-led creation, based on a theoretical and practical understanding of racism. This strategy reveals how racism manifests within the school environment and the forms of resistance against it, ultimately aiming to foster the systematic implementation of an anti-racist culture both within and beyond the school.
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MARCOS ANTONIO ANDRADE SILVA
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Religious Intolerance and History Teaching: the work of
the Tribunal of the Holy Office from a literary perspective
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Date: Feb 28, 2025
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Time: 09:00
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Show Summary
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The purpose of this paper is to discuss the expansion of
the dialog between History Teaching and Literature as a means of enhancing the students' learning
process. In this way, by bringing together the areas of knowledge of the Human Sciences, more
precis
written in 1966 by the playwright Dias Gomes, with the aim of shedding light on the issue of longstanding
religious and political intolerance in Brazilian society. The dissertation consists of a single
volume, made up of three chapters, with theoretical subsidies, which deal with the constitutive bases
of historiography and history teaching in Brazil, and the need for the insertion / expansion of studies
that lead to the analysis of respect for differences in thoughts and actions between people. To this
end, we sought to examine the place that inquisitorial intolerance occupies in history textbooks and
how its study in the classroom mediated by the application of concepts put forward by History
Education, the use of new approaches and Literature - can contribute to the student's formative
process, especially with regard to improving historical awareness in the school space. At the end of
the third chapter, the reader will find a Didactic Sequence (DS) anchored in the methodological
assumptions of workshop classes. This material was produced with a view to catering, in particular,
for secondary school students, and with the intention of collaborating with other teachers in the search for methodologies that can encourage students to engage in reading and research practices that lead to reflections on the urgency of combating the many different forms of violence present in society.
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ELINAIDE FABRICIO DE ARAUJO BARBOSA
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CULTURAL HERITAGE AND HISTORY TEACHING: RESIGNIFICATION OF QUILOMBOLA IDENTITY IN THE CRUZ DA MENINA COMMUNITY, DONA INÊS PB
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Date: Feb 27, 2025
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Time: 14:00
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Show Summary
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Quilombos are a symbol of black resistance in Brazil that is permeated by the history of
slavery in the country. In contemporary times, they can be understood through the dynamicity
and complexity of their territories, cultures and historical heritage, through the process of
identity formation and the struggle for citizenship. The work with Quilombo Cruz da Menina,
Dona Inês - PB, is justified by the fact that studying the community is a contribution to the
constitution of a black memory/history, and to the confrontation and redefinition of the
Eurocentric narrative. In addition, it is an exercise in creating spaces that promote the
strengthening of the Quilombola identities of students attending the Senador Humberto
Lucena Municipal Elementary School, since there is a real issue concerning black bodies,
with the school environment often being a place of the (re)production of discrimination. The
objective of this work is to contribute to the consolidation of Heritage Education and Anti-
Racist Education, taking as a starting point the study of the material heritage of the Cruz da
Menina Quilombola Community, in order to address aspects of memory, territoriality and art.
Regarding the theoretical support, the concepts of memory, historical heritage, Quilombo and
identity are the bases of this research. As for the methodology, it is presented as a qualitative,
documental and bibliographical study. The product, "Catalogue of Colors" is intended for use in the second phase of elementary school, addressing the theme of Quilombola material
heritage through photographic records and their descriptions, in order to project the
transmitted, absorbed and interpreted memory through objects, buildings, sculptures and
clothing. This didactic proposal is located in the line of research of Historical Knowledge in
the School Space, and leans toward the dialogue between local historical heritage, History
education and the appreciation of black identities, taking as reference the heritage, the
Quilombo and the Quilombolas of Cruz da Menina.
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RAFAELLA MONIQUE CORREIA DE SOUZA
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My name is not Offred: links and female representations between History and Literature in The Handmaids Tale
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Date: Feb 26, 2025
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Time: 10:30
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Show Summary
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The Womens History and Gender Relations is a
fruitful research field that continues to expand its studies and areas of influence. This study aims to
analyze the participation of women in two key historical themes: the ideal of womanhood in
Colonial Brazil (16th-19th centuries) and the Second Wave of the feminist movement (1960s).
These themes are discussed through a dialogue between literature and History teaching. The literary
work used is The Handmaids Tale by Margaret Atwood, which portrays a radically hierarchical
society where women are deprived of rights and live in subordination to men. Although fictional,
the narrative enables reflections on similar situations experienced by women in Brazilian society.
The study is inspired by the potential of literature to provoke, touch, and encourage critical thinking
in History classes. This discussion gains momentum as educators and researchers increasingly
include women as active participants in historical processes. The proposal involves the development
of didactic sequences (DS) based on these themes, using literature as a didactic resource. These DS
are created and applied using Peter Lees (2006) concept of historical literacy, and the pedagogical
approach is analyzed through ethnographic observation of their application in schools.
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MORGANA MARIA CARDOSO DE SOUZA SILVA
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FEMINA LUDENS: ANALYZING GENDER CONFLICTS
IN SCHOOL SPACES THROUGH THE USE OF A BOARD GAME IN HISTORY TEACHING.
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Date: Feb 26, 2025
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Time: 09:00
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Show Summary
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The purpose of this dissertation is to suggest the creation of a board game as a didactic resource, considering the need to develop specific practices for teaching History. For this, we aim to analyze the gender perceptions present in the statements of some of the female characters who are part of the school environment, collected through questionnaires elaborated by the Google Forms application. These questionnaires were answered by teachers, employees, and female students of the third year of high school at Escola Estadual João XXIII and Invictus Colégio e Curso, who identify as women. We also consider guiding documents, such as the Common National Curriculum Base (BNCC), the Operational Guidelines for Schools in the State Education Network of Paraíba, and the Pedagogical Political Projects of the two schools where I work as a teacher. This research took place through the comparison of the two institutions (one public and one private) in the municipality of Cabedelo/PB. After reflecting on these points, the game was worked on with the third-year high school classes of the two selected schools.
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IZAIAS DA SILVA
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HISTORY IN COMICS AND TEACHING HISTORY: a reading of the representation of black people in the panorama of the second Brazilian reign
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Date: Feb 25, 2025
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Time: 14:00
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Show Summary
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The use of comics as a teaching resource in History classes has become increasingly frequent, not only because of its dynamic potential, but also for the accessibility that the textual genre offers. Knowing that, the objective of this essay is to stablish a reflective analysis around the ethnic-racial debate, which goes through the construction of historical representations of black people in the Imperial Brazilian society, more precisely the Second Reign, in order to contribute to anti-racist education. The purpose is to use comics as a teaching resource images and texts -, in the teaching of History, guided by the critique around the coloniality of knowledge and power. Law 10.639/03, as one of the milestones of Basic Education, appears as an indicator of counter-hegemonic epistemologies and pedagogies, specially when it points to the teaching of History, raising a commitment to and appreciation of knowledge and actions over historically marginalized groups and individuals, such as some of the students assisted by the Pernambuco Reference in High School (EREM) Jarina Maia, coming from the Quilombola Community of Brejinho. The use of comics is justified, as there is a need to deepen the understanding of the contents of History classes, in a dynamic and attractive way for students, as well as a support for the teaching of History and ethnic-racial relations. The product is the construction of a didactic sequence, supported by the use of comics in history teaching, with a view to establishing re-readings by students regarding the representation of black people invested in the History of the Brazilian 19th century. The work is supported by the field of Languages and Historical Narratives.
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ANDERSON BASTOS DA SILVA
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The Potiguar voice echoes in the classroom: new perspectives on teaching history
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Date: Feb 12, 2025
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Time: 10:00
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Show Summary
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Silencing and stereotypes about Indigenous peoples have long shaped mark history teaching in Brazil. The changes planned after the country's democratization aim to modify this reality and enable critical perspectives on the past. This research focuses on analyzing the inclusion of the theme of Indigenous peoples, especially the Potiguara of Paraíba, in History teaching. The study seeks to compare traditional works widely disseminated in the state with the new perspective on Indigenous peoples, highlighting the influence of these texts on the school curriculum at the National, State, and Municipal levels in João Pessoa (PB). Furthermore, an analysis was carried out of the synopses of the PNLD literary para-textbooks from the year 2020, intended for the final years of Elementary School, observing the indigenous representations present in them. We understand that speeches related to the new indigenous history still need better inclusion within the curricula, as, despite the obligation of Law 11,645/2008, some materials were produced to support teachers in the classroom. To this end, we created the booklet The Voice Potiguara Echoes in the Classroom: Didactic Sequences with a Decolonial Approach, which presents three didactic sequences recommended for the 7th year of Elementary School, but adaptable for other grades. The productions use historical sources taken from the book Os Potiguara dos Potiguara (2005), in addition to the booklet Knowing the Potiguara of Paraíba: A Comic Book Adventure, both were built from permanent dialogue with the Indigenous people. Thus, this work seeks to promote a critical decolonial approach in teaching Indigenous history and in non-indigenous schools, including Potiguara voices in the classroom.
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