Programa de Mestrado Profissional em Ensino de História - ProfHistória
URI permanente para esta coleçãohttps://solaris.ufnt.edu.br/handle/123456789/82
https://ufnt.edu.br/ppghis-profhistoria-ufnt/
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18 resultados
Resultados da Pesquisa
Item O ensino de história e os alunos com TDAH(Universidade Federal do Norte do Tocantins, 2025) NASCIMENTO, Janete Morais doO presente texto resulta do trabalho de pesquisa sobre os processos de ensino e de aprendizagem de alunos com Transtorno de Déficit de Atenção/Hiperatividade (TDAH) no contexto da disciplina de história no ensino fundamental. Além da socialização dos resultados da pesquisa, a presente dissertação apresenta proposta de desenvolvimento de um material didático-pedagógico que pretende contribuir no ensino de História em sala de aula, potencializando a aprendizagem, especialmente dos alunos com TDAH. O interesse pelo tema partiu da percepção da crescente presença de alunos nas escolas com diagnósticos de TDAH e, concomitante, materiais e métodos de ensino dissociados das características pessoais, como hiperatividade e desatenção desses alunos, o que, em tese, dificulta o aproveitamento escolar. É hipótese nesse estudo que a incipiência de estudos do tema no contexto educacional, especialmente na relação com o ensino de história, considerando também a ausência dessa discussão na formação inicial docente, dificulta o trabalho de professores e professoras, o que justificou essa proposta de estudo com o objetivo de analisar as dificuldades de ensino e de aprendizagem em História de estudantes com TDAH. Como resultado dos achados, se propõe alternativamente aos desafios percebidos, estratégias didático-pedagógicas em vistas ao enfrentamento do desafio personificado na relação entre conteúdo teórico e déficit de atenção. O estudo teve como referência alunos com TDAH matriculados nos anos finais do ensino fundamental na Escola Estadual Girassol de Tempo Integral Sancha Ferreira e Escola Estadual Modelo.Item “SER TOCANTINENSE”: ENSINO DE HISTÓRIA REGIONAL E MEMÓRIA HISTÓRICA DA CRIAÇÃO DO ESTADO DO TOCANTINS (1981-1990)(2025-03-07) HOLANDA, Maicon DouglasHOLANDA, Maicon Douglas. “Being from Tocantins”: Regional History Teaching and the historical memory of the creation of the state of Tocantins (1981-1990). 2025. 130f. Dissertation (Master in History Teaching), Federal University of North Tocantins, Araguaína-TO. The aim of this qualitative research is to understand how 3rd grade high school students at the Anaídes Brito Miranda State School, located in the municipality of Santa Fé do Araguaia, in of the state of Tocantins, perceive and mobilize the historical memory and the imagined and legitimized regional political-identity culture about the creation of the state of Tocantins, using the time frame of 1981 and 1990, a period that circumscribes the third autonomous movement from the former north of Goiás, which began with mobilizations for the creation of Tocantins until Palmas became the official capital of the state. Based theoretically and methodologically on Participatory Action Research (Thiollent, 2007) which prioritizes the relationship of knowledge between teachers and students in the classroom, the work aims to analyze the debate and historiography operation in History Teaching (Bittencourt, 2008) about the autonomous process of Tocantins, aiming to elucidate and problematize which subjects and events are linked to the History(s) of the creation of the state of Tocantins based on the social-historical construction of the students. This methodological approach will help us to identify the possibilities of teaching Regional History (Neves, 2000) through the use of historical sources in the classroom, such as the use of institutional photographs and songs that reiterate the discourse of the foundation and the political myth, the perception of Tocantins' identity and the feeling of belonging to the “invented” place in 1988. We concluded that, for the most part, the students evoked their memories from the corpus of the hero myth, but also from movements and subjects who also fought for the emancipation process of the state of Tocantins, such as the Commission for the Study of the Problems of Northern Goiás (CONORTE) and the House of Students of North Goiás (CENOG), re-signified in the 60s. In addition, the students identified the meanings and interests of the regional political elite through the need for representations and state symbols, allowing a break with the hegemonic discourse and power of the regional ruling elite.Item Impactos da legislação (Novo Ensino Médio, BNCC e DCT-TO) no currículo de História: desafios no Colégio Militar de Colinas do Tocantins (2016-2024)(2025-03-05) SÁ, Maria das Vitórias da CostaEsta investigación investigó los impactos de la Base Nacional Común Curricular (BNCC) y de la implementación del Nuevo Bachillerato en la enseñanza de Historia, teniendo como objeto de análisis el Colegio Militar del Estado de Tocantins João XXIII, entre 2016 y 2024. El estudio partió de la percepción de que los recientes cambios educativos, aunque propuestos como avances para la formación de los estudiantes, resultaron en desafíos para la práctica docente, especialmente en las disciplinas de las Ciencias Humanas. La metodología adoptada involucró el análisis documental de los marcos legales que regularon el Nuevo Bachillerato y la BNCC, investigación participante en una clase de estudiantes y entrevistas con tres profesores de Historia de la institución analizada. El trabajo buscó comprender cómo las transformaciones curriculares influenciaron las prácticas pedagógicas, la planificación de contenidos y la formación crítica de los estudiantes. Los datos recolectados revelaron que la aplicación de los nuevos marcos curriculares resultó en la disminución de la carga horaria destinada a la asignatura de Historia y en la fragmentación de los contenidos, dificultando la construcción de una visión histórica amplia y crítica por parte de los estudiantes. Las entrevistas señalaron, además, la falta de una adecuada estandarización entre las escuelas públicas y privadas, así como la dificultad de adaptación de los docentes frente a las nuevas exigencias curriculares. Como respuesta a estas problemáticas, se elaboró, como producto de la investigación, un manual informativo dirigido a los profesores de Historia y a los estudiantes. Este material tuvo como objetivo ofrecer subsidios prácticos para afrontar los desafíos impuestos por el Nuevo Bachillerato, contribuyendo al fortalecimiento de la práctica docente y a la preservación de una enseñanza crítica y reflexiva de la Historia, incluso en un escenario de reformas educativas adversas. Además, la investigación destacó la importancia de la resistencia y de la creatividad de los profesores en la adaptación de las metodologías de enseñanza, así como la necesidad de espacios de formación continua que abordaran críticamente los cambios en curso. Se concluyó que, aunque las reformas curriculares representaron desafíos significativos, también podrían ser vistas como oportunidades para repensar las prácticas pedagógicas y reafirmar el compromiso con una educación histórica orientada a la formación ciudadana de los estudiantes.Item DESCOLONIZANDO SABERES ATRAVÉS DE MEMES: UMA ABORDAGEM CRÍTICA DAS QUESTÕES RACIAIS NO ENSINO DE HISTÓRIA NO INSTITUTO FEDERAL DO TOCANTINS - CAMPUS COLINAS DO TOCANTINS (2023-2025)(2025-05-23) SILVA, Luis Rodomilson Pedrosa daThis paper investigates the use of memes as a teaching tool in History, especially with regard to addressing ethnic-racial issues and promoting decolonial and anti-racist pedagogical practices. Understood as multi-semiotic genres that circulate widely in digital environments, memes are effective devices for articulating language, social criticism, and political engagement among students. The theoretical framework is based, among others, on the studies of Rojo (2012), Coscarelli (2019), Quijano (2005), Walsh (2009, 2013), Freire (1987, 2013), and hooks (2013, 2014), articulating the concepts of digital literacy, critical literacy, decolonial education, critical learning, and counter-hegemonic pedagogical practices. The methodology used was qualitative, with an analytical-interpretative focus, involving participant observation, production of memes by students in Basic Education and subsequent discursive analysis of these productions. Memes produced by students were collected and analyzed, with themes focused on black aesthetics, the violence of racism, criticism of colonization and the problematization of Eurocentric symbols. The analysis demonstrated that memes act as counter-discourses to the traditional curriculum and as practices of historical resignification, mobilizing school and everyday knowledge in articulation with digital culture. It was found that, when mediated by a critical and intentional pedagogical proposal, memes promote student engagement, critical literacy and the exercise of citizenship. The research reinforces the importance of educational practices that recognize intertextualized languages as legitimate and that integrate digital technologies into the historical and political formation of subjects. Finally, the educational product is situated in the sequence of application of the experience, which was guided by the didactic sheet: Decolonizing knowledge through memes: a critical approach to racial issues, based on Piconez (2004), with the subsequent creation of the Instagram page @memehistoriado, which had as its starting point the posts of memes produced by the students, with the aim of making this environment a channel for critical formation and a didactic instrument.Item AS MULHERES BRASILEIRAS NA GUERRA DO PARAGUAI (1864-1870): PROPOSTA DE OFICINAS PARA UMA ABORDAGEM DE GÊNERO NO ENSINO DE HISTÓRIA(2025-03-20) BARROS, Ivanilda Bento deThis work aims to contribute to teaching about the Paraguayan War in Basic Education History classes, highlighting Brazilian women in the context of the Platine Conflict. It is the result of an extensive bibliographical review of sources such as: books, theses, dissertations, scientific articles, electronic annals, among others, which have already been published in written or digital form. We note that, despite recent advances in historiography, there is still a significant gap between academic productions and their dissemination in textbooks. We address the causes, the course of the conflict and the main consequences of the War for the countries involved, with an emphasis on recent historiographical interpretations. We discuss the teaching of History in Brazil, analyzing how the absence of subjects in Brazilian historical narratives was constructed based on the gender of the individuals. We also highlight the role of women who, ‘in their own way’, were present and acted on the battlefields. We carried out an analysis of the approach to the Paraguayan War in 8th grade History textbooks, used in public schools in the State of Tocantins, as well as in a state public school located in the municipality of Mara Rosa, in the State of Goiás. Finally, we presented the proposition of paradidactic material aimed at teachers and students of History in Elementary School. This material includes two workshop classes that aim to contribute to a gender approach in teaching about the Paraguayan War.Item Educação Antirracista em Escolas de Tempo Integral em Palmas - TO: Desafios da Implementação da Lei 10.639/2003(2025-05-28) SILVA, Ione Figueredo Lira daThis study aimed to identify the challenges associated with implementing Law 10.639/2003 in the teaching practices of History educators at three full-time schools in the municipality of Palmas-TO in 2023, as a mechanism for combating racism. To achieve this, a bibliographic review was conducted to historicize the enactment of Law 10.639/2003, analyze quantitative and qualitative data on teachers’ perceptions regarding its implementation, and guide the development of the study’s final product. The research adopted a mixed-methods approach, integrating both quantitative and qualitative analyses. The theoretical framework was grounded in scholars specializing in History Education, Curriculum, Identity, Decolonization, Racism, Ethnic-Racial Relations, and Anti-Racist Education. The findings revealed that teachers faced several challenges in implementing Law 10.639/2003, primarily due to the absence of institutional and financial support from maintaining entities in collaboration with the municipality, the lack of a specific budget allocation and qualified personnel at the municipal level, deficiencies in initial and continuing teacher education, and insufficient oversight regarding the law’s application. Given the confirmation of the hypothesis concerning the non- implementation of the law in full-time schools (ETIs) in 2023, a workshop was developed as a pedagogical intervention. Titled “Law 10.639/2003 – How to Be an Anti-Racist Educator?”, this initiative aimed to support the effective implementation of Law 10.639/2003, aligning with the National Curriculum Guidelines for the Teaching of Ethnic-Racial Relations and the instruction of Afro-Brazilian and African History and Culture.Item EDUCAÇÃO PATRIMONIAL E ENSINO DE HISTÓRIA LOCAL EM PALMAS-TO(2025-03-13) SANTOS, Fábio OliveiraThis dissertation has as its theme heritage education as a methodological practice to be used in the teaching of history in the city of Palmas-TO. The research, of a quantitative and qualitative nature, was based on the opinion expressed by teachers who took their students to participate in Heritage Education activities at the Museum Casa Suçuapara (Palmas - TO), between 2020 and 2024. The methodology used was action research as proposed by Michel Thiollent (2011) and documentary analysis (Lima Junior,2021). Based on bibliographical references on the teaching of history (Bittencourt,2008), local history (Samuel,1990) and cultural heritage (Londres,2011), we sought to demonstrate the importance of museums, especially the Museum Casa Suçuapara and local memory in the construction of identity and the sense of belonging of the community. The research also investigated the city's memorial sites and museums, as well as surveyed the relevant legislation, aiming to identify heritage education (Horta,1999) practices developed in these spaces, with a view to generating didactic support for the work of History teachers and contributing to debates around History Teaching and the construction of cultural identities. As a result of the research, a Historical Didactic Guide was created to be made available online for access by History teachers, students and the general public, aiming to contribute to the appreciation of local cultural heritage and the teaching of History.Item História pública e literatura: leituras de cem anos de solidão por historiadores(Universidade Federal do Norte do Tocantins, 2023) SOUSA, João Vitor Conceição deO artigo tem por objetivo estudar e problematizar a relação entre Historiadores e obras literárias, além da possibilidade do uso da literatura em pesquisas históricas. O estudo analisa especificamente a obra Cem anos de solidão, de Gabriel Garcia Márquez, que é uma grande alusão à história da Colômbia. Em vista disso foram analisados dois artigos para comparar as diferentes recepções que os historiadores têm em relação a esse clássico. Para analisar essa intersecção utilizou-se a teoria da História Pública, que se caracteriza por possibilitar um diálogo não hierárquico entre a disciplina História e outras áreas, como: fotografia, áudio visual, rádio, artes em geral e, obviamente, a literatura. Diante disso, a conclusão é de que esse diálogo não somente é possível, mas necessário para uma ampliação do conhecimento histórico por outros meios, porém, levando em consideração as peculiaridades ficcionais que são próprias desse gênero.Item Swordplay (Boffering) no Tocantins: Entre práticas e representações históricas(Universidade Federal do Norte do Tocantins, 2023) ARAÚJO, Amanda Rodrigues deEste artigo busca entender como os praticantes de Swordplay, na modalidade Boffering, no estado do Tocantins, se apropriam de elementos culturais de sociedades do passado e os representam no presente. Através da História Oral buscamos nas experiências dos adeptos da prática o diálogo com dinâmicas de práticas culturais do passado e do presente pela ótica de Roger Chartier a partir dos conceitos de prática e representação.Item Ensino de História na Escola Indígena Hèryri Hãwa, na Ilha do Bananal: uma análise da necessidade da presença da história indígena no currículo escolar (2023/2024)(2024) OLIVEIRA, Heid Karla Pereira deA pesquisa teve como objetivo integrar os conhecimentos tradicionais do povo Iny Mahadu (Karajá) no currículo escolar. Utilizando uma abordagem etnográfica, foram analisadas as experiências de professores e estudantes da Escola Indígena Hèryri Hãwa, localizada no Vale do Araguaia, onde a língua materna e a cultura ancestral são preservadas. Buscou-se compreender mecanismos teóricos para o povo Iny como o intuito de aprimorar os saberes, da cultura e dos conhecimentos dos anciões no sentido trazer a vivência do povo para as aulas de História, Saberes Indígenas e Cosmologia. São fundamental, evidenciando a carência de material didático específico para atender às necessidades desse grupo étinico. Como resultado, foi criada uma cartilha destinada ao ensino de História indígena, focada especificamente no povo Karajá. Esse material surgiu da necessidade de suprir a falta de recursos didáticos adequados para a etnia.