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JULIANA DA SILVA BARROS
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BUILDING BRIDGES: TEACHING THE SOCIAL HISTORY OF WORK BETWEEN ACADEMY AND SCHOOL
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Fecha: 05-oct-2022
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Hora: 14:00
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This research was developed with the objective of reflecting on the perspectives of approaching the
Social History of Work in History Teaching, in order to broaden the discussions around the
importance of teaching the History of Work in Brazil. In order to do so, I resorted to the theoretical
and methodological approaches of Social History of Work, mainly to the concept of experience in
the Thompsonian perspective, to carry out a study of the basic curriculum of History prescribed by
the National Curricular Parameters and by the National Curricular Common Base, counting on the
contributions developed by Silva (2015), Sacristan (2000), Cury (2018), Bittencourt (2011) etc.
Added to questions raised from the experiences as a teacher in the final years of Elementary School
in a private school in the city of Conde - PB. Through this reflection, I realized that the approach in
the Teaching of History of a Social History of Work in its current and critical perspective is
conditioned to the particular interest of the teacher, because in the national curricula, the traditional
approach is maintained, crystallized, which has not yet been reached by advances. historiographies
of the area. In this sense, the gap between the Teaching of History and the Social History of Work is
perceptible as an important knowledge for basic training, putting teachers in the face of the
difficulty of updating this knowledge in a significant and didactic way in the classroom. Based on
this problem, I developed a proposal for a didactic intervention, problematizing the use of
photography as a didactic tool and as research sources for the Social History of Work in the school
space. In approaching the reflections made by Ciavatta (2002), Kossoy (2012) and Mauad (1996),
among others, I could see that the photographs, in addition to representing particular characteristics
of the Worlds of Work - not accessible through written documents - stimulate the development of
identity processes through visual skills, as well as representations of social conceptions of work and
workers historically constructed, being therefore a fundamental source for the teaching and learning
process of the Social History of Work. Through photographic practice, students can be inserted into
the knowledge production process and school and community spaces are transformed into objects of
investigation.
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ITAMAR BENEDITO ARAUJO CABRAL
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Freirian Dialogue and Charges in History Teaching:A learning perspective in the History class
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Fecha: 29-ago-2022
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Hora: 09:00
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The present study proposes to analyze and apply Paulo Freire's dialogical proposal in the teaching
of History as a learning tool, based on his works: Pedagogia do Oprimido, from 2019, and
EducaçãocomoPrática da Liberdade, from 1976. To instrumentalize the dialogue, we resort to the
use of cartoons, which bring content not only with written text, but also images and caricatures, in
order to help History teachers in basic education carry out dialogued classes, whose perspective is
to promote teaching and learning and the teacher/student relationship horizontally. In this way, this
research seeks to contribute so that the dialogued classes in the teaching of History, with the use of
cartoons, establish a problematizing and teaching-learning relationship, with the participation of
students in the classroom, which promotes a more democratic learning proposal and criticism,
making the student learn to say his own word. As a methodological procedure, we adopted a
methodology descriptive, through a bibliographic survey with a quali-quantitative approach in
authors such as: FREIRE (2019); FREIRE (1976); ALBUQUERQUE JÚNIOR (2019); BITTENCOURT (2008).
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CLÉCIO FRANCISCO DE ALBUQUERQUE SILVA
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Me and Others Playing Lives and Transforming Stories through Historical Consciousness, Medea Myth and Theater of the Oppressed
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Fecha: 25-ago-2022
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Hora: 14:00
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The study Me and Others Staging Lives and Producing Stories through Historical Awareness, Culture of Violence and the Culture of Peace at Maria Geny School is based on the Professional Master's Program (ProfHistory) at the Federal University of Paraíba, and at the School State Elementary and High School Teacher Maria Geny de Sousa Timóteo, from the State Education of Paraíba, involving the teaching-learning process of teachers and students in the production of historical knowledge. We prioritize the analysis of historical consciousness from the relationship between the culture of violence and the culture of peace, based on the study of Greek mythology, highlighting the pedagogical elements of the Myth of Medea in the relationship between Classical Greece and Contemporary Brazil through Theater of the Oppressed, used here as a tool for social, political, economic and cultural transformation. The product of the dissertation consists in the elaboration of a material for the study and formation of teachers, presenting the reading, interpretation and possibilities of transforming the culture of violence into a culture of peace of manifestations of social and school violence.
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MARIA DAS GRAÇAS JUSTINO
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ETHNIC-RACIAL RELATIONS INTHEHISTORY TEXTBOOKS TEACHER'SMANUAL: ANALYSISOFTHE PRESENCE/ABSENCE OF A PEDAGOGY OF A WARENESS AGAINST PREJUDICE
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Fecha: 25-ago-2022
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Hora: 09:30
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The school is the place where the formation of citizens begins. Its role goes beyond its walls, because in its interior society is reflected through the students who are in it, and, many times, problems of all kinds are identified and worked pedagogically, in the search for paths and solutions. The present study aims to identify and analyze in the teacher's manuals of history textbooks if and how the ethnic-racial issue appears, in accordance with Law n°10.639/2003 and 11645/2008, in order to contribute to the discussion about prejudice at school and to raise awareness of society in favor of strengthening the identity, culture and history of Afro-descendant peoples throughout the history of our country. When looking at the manuals, we propose to analyze the editorial guidelines on ethnic-racial relations, realizing if they are present, what they delimit, how they approach, what kind of support they offer to teachers. Therefore, we aim to reflect on the guidelines given to the History teacher in order to combat discrimination. In the course of the research, we observed a reduced presence of the theme in the didactic materials under analysis and in this sense we prepared as a final product an orientation manual for teachers with a focus on the final years of Elementary School, but which can be adapted and implemented in other levels of education seeking contribute to a history teaching focused on the racial and cultural diversity present in Brazilian society.
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ANA CLAUDIA LIMA DE OLIVEIRA CUNHA
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The sayings and unspoken oe about women in textbooks: representations of gender in the didactic collection History of caves to the third millennium
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Fecha: 15-ago-2022
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Hora: 15:00
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This work aims to analyze the way in which the history of women from the perspective of gender relations was incorporated as historical knowledge in the history didactic collection: from caves to the third millennium, destined to the modality of Basic Education. The methodological strategy employed was descriptive and analytical in nature. In a first stage, a literature review was made about the incorporation of women and the gender category in historiography, as well as the literature about the textbook, especially history. Next, we analyzed the textbooks of the mentioned collection, seeking to understand how the participation of women in the different historical processes was presented and the way gender relations were approached. It was found, through these analyses, that the didactic narrative employed in the collection studied places women mostly on the margins of the historical events presented, and their images are sometimes decontextualized and their experiences highlighted separately to the main text. Gender relations have rarely been identified and questioned. Finally, a website was created in order to disseminate information about gender issues and provide reflection on the need for their incorporation in history classes.
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ROBSON RUBENILSON DOS SANTOS FERREIRA
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DIGITAL INFORMATION AND COMMUNICATION TECHNOLOGIES (TDIC) AS
METHODOLOGICAL STRATEGY FOR TEACHING HISTORY
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Fecha: 14-jun-2022
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Hora: 14:00
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The present work proposes to reflect on the changes in the High School curriculum in Paraiba, considering the changes defined by the National Curricular Common Base (BNCC) and by Law 1.3415/2017 that defined the High School Reform. The discussion presents the challenges of Brazilian education and indicators from organizations such as the OECD and the World Bank, as well as data from international assessments, such as the International Student Assessment Program (PISA), and national assessments, such as the Education Development Index Basic (IDEB) to analyze the reform measures that justify the curricular changes as strategic for the development of the country. During the research it is possible to notice that the approval of the
National Common Curricular Base (BNCC), the implementation of the High School Reform and the revision of state curricula reflect regulatory precepts of current education. Understanding the reformist measures as legal acts of the national state, I propose to use the strategies of the BNCC and, therefore, of the High School Curriculum, for the training of teachers, using gamification as a strategy for student engagement and diversification of teaching methodologies Story. Considering Digital Culture as one of the skills required by the
BNCC, we propose the use of Digital Information and Communication Technologies (TDIC) in teacher training in order to reconcile historiographical training with the development of technological skills required of young people by the productive sectors. As a didactic-pedagogical product, presented as a final requirement of the Professional Master's Degree in History Teaching (ProfHistória), we applied five teacher training workshops on Gamification and History Teaching, with the aim of sharing the experiences acquired during ProfHistória and, therefore, In this way, contribute to the continuing education of History teachers, considering
the curricular changes underway.
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ROSIANE FERREIRA DA SILVA
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Matildas, Terezas, Camilas and Ophélias: Protagonizing 20th Century Women in History Teaching with Comics
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Fecha: 24-feb-2022
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Hora: 09:00
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This research was constituted in the analysis of the silencing and underrepresentation of
women in the textbook, while it was constituted as a proposal for teaching history, whose
protagonism of women is materialized as the content of history classes and, for that, we
propose the Comics as teaching and learning tools. The time frame defined was Brazil in the
20th century, due to the fact that the 9th year of elementary school II studies events that occur
in the aforementioned century to the present day. There was the application of two
questionnaires, whose objective was to verify the perception of the students about women and
their previous knowledge in general. There was also an analysis of the textbook used by the
municipal schools Maria do Carmo and João Jacinto in the city of Bayeux/PB in order to
understand how women are represented. The textbook is Estudar História: from the origins of
man to the digital age of the modern publishing house, valid from 2020 to 2023. In order to
discuss and understand the problems of this work, we established dialogues with works
organized by Mary Del Priori (2004), Carla Bassanezi and Joana Maria Pedro (2013), with
regard to the approach to the historical performances of women in the twentieth century, in
addition to Koselleck (2006), Hartog (2013), Albuquerque (2019), among other authors that
address on History and Teaching of History. For the discussion about historical learning and
comic books in the teaching of History, we will dialogue with Bittencourt (2008), Vygotsky
(2001, 2010), Paulo Freire (2002) (2019), Rubem Alves (2000), among others. As a result of
this work, four comics were created, each of them featuring female characters linked to
national narratives and contexts, in order to be used as paradidactic material to support the
History textbook.
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