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Dissertations |
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1
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HERIKA FABÍOLA BARROS DE SOUZA OLIVEIRA DO VALLE
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MATERIALS AND METHODOLOGIES FOR TEACHING INDIGENOUS HISTORY IN ELEMENTARY SCHOOL I BASED ON THE WORKS OF CRISTINO WAPISHANA
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Advisor : ANANDA MACHADO
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COMMITTEE MEMBERS :
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ANANDA MACHADO
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MARCOS ANTONIO DE OLIVEIRA
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MONALISA PAVONNE OLIVEIRA
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JULIE STEFANE DORRICO PERES
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JOCELITO ZALLA
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Data: Mar 25, 2024
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Show Abstract
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When thinking about History and teaching it in the context of Basic Education, as is the case here, there is a range of possibilities and needs, we even borrow the speech of Durval Muniz de Albuquerque (2019), in the work O Tecelão dos Times when making the analogy of History to a Chinese fan full of colors and nuances. From this range of possibilities, the research now intended is about the teaching of Indigenous History from five works by Cristino Wapishana in Elementary School I, comprised between the 1st to the 5th year, where it is proposed to carry out the state of the art on the History teaching interface and its relationship with indigenous literatures. It will be up to the professor and/or historian, based on the works of Cristino Wapichana, to raise and approach the topic of his choice. From a historical fact, an event, a report, a clipping, a poem, a song, among other materials, you can create your classes. For this purpose, a literature review will be carried out on how the teaching of History has managed to contemplate the implementation of Law 11.645/2008. And yet, which strategies that History and other areas of knowledge work for the implementation of said Law; and which successful practices from other areas of knowledge can be adapted for teaching History. The theme in question is under two pillars: one on the teaching of Indigenous History from the works of the indigenous writer Cristino Wapichana and the other the teaching of History in the interface with other areas of knowledge, which leads us to work towards building materials and methodologies as possibilities to overcome certain barriers imposed by the customary structure of curricula. In this way, it corroborates the objective of this investigation, which is to elaborate didactic material and methodology for teaching indigenous History in Elementary School I, based on the literature of Cristino Wapishana.
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2
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ANDERSON PORTO DOS SANTOS
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THE SCHOOL INCLUSION OF STUDENTS WITH ASD. A NECESSARY STUDY ON THE VIEW OF HISTORY TEACHERS FOR NEUROATYPICAL STUDENTS
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Advisor : MARCOS ANTONIO DE OLIVEIRA
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COMMITTEE MEMBERS :
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ALESSANDRA RUFINO SANTOS
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LANA CRISTINA BARBOSA DE MELO
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MARCELLA ALBAINE FARIAS DA COSTA
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MARCOS ANTONIO DE OLIVEIRA
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SORAYA IVON RAMIREZ MORENO FABIAN
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Data: Mar 27, 2024
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Show Abstract
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Research project to be submitted to the Research Ethics Committee of the Professional Master's Program in History Teaching, PROFHISTORY/Federal University of Roraima - FURR, being the initial basis for the research “The school inclusion of students with ASD. A necessary study on the view of History teachers for neuroatypical students” that will culminate in the master’s dissertation regarding to the subject. It starts from the concern about the inclusion of students with some type of disability, arising from the need to break the invisibility that autistic students keep on going through in the classroom. In my 15 years of teaching history, I have often come across students who are included in the perspective of ASD (Autistic Spectrum Disorder), but who are often segregated, abandoned in the classroom or outside of it, without putting it into practice, in fact, the idea of inclusion, of socialization, in order to break with the old ableist paradigms, in which structurally permeate people's mind, especially educators, professionals who could not fall into this true pedagogical trap. Our idea with this work is to understand the pedagogical dilemmas faced by History teachers of elementary school and high school in the process of inclusion of autistic students in regular classes of public schools in Boa Vista, RR. Understanding that it is a complex aspect, our general objective is to analyze the pedagogical perception that History teachers have in terms of the process of inclusion of autistic students in regular classes, identifying possible ways for the insertion and referral of better didactic and methodological work approaches to this audience. As specific objectives, 1- To identify the pedagogical challenges and the performance of History teachers in relation to autistic students; 2- To search for references that approach the didactic and methodological views to be applied in teaching History with students within the ASD; 3- To understand the relevance attributed to the teaching of History within the process of building citizenship education for students with ASD. In the methodological aspect, our research will have two views: In the first moment we will to carry out a bibliographical research with an in-depth survey on the theme teaching of History for autistic students, emphasizing the guiding concepts "teaching of history, inclusive education, Autism Spectrum Disorder - ASD, citizenship." In a second moment we will proceed with oral interviews where we will try to emphasize the perception that History teachers have about the inclusion process and the teaching of History for autistic students through semi-structured interviews. With the results of the research, our idea is to develop, as a pedagogical product, a History teachers’ training in the form of a Mini-course, prioritizing awareness, clarification, approaches and positive practices within the aspect of teaching History for the autistic public.
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3
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HUDSON REZENDE DE ARAUJO
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#SACASÓNESSAHISTÓRIA - The Possibilities of Instagram for Teaching History.
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Advisor : MARCELLA ALBAINE FARIAS DA COSTA
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COMMITTEE MEMBERS :
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MARCELLA ALBAINE FARIAS DA COSTA
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CARLA MONTEIRO DE SOUZA
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RAQUEL ANNE LIMA DE ASSIS
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ANITA LUCCHESI
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OSVALDO RODRIGUES JUNIOR
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Data: Apr 19, 2024
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Show Abstract
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The present work, entitled "#SACASÓNESSAHISTÓRIA - The Possibilities of Instagram for History Teaching" has as its main objective to analyze the possibilities of using Instagram for History Teaching, bringing the teacher as an influencer not only in the face-to-face environment, but also digitally. In this way, the field of History Teaching seeks all the foundations to reflect on History teachers occupying spaces on the Instagram platform, reframing this social network as a suitable environment for the production and construction of Historical content, addressing central concepts such as Public History and Historical-digital Literacy, among others, based on theoretical analysis. This work is still located and demands views on production in the Amazon of Roraima as a place of speech for all the teachers who participated in the construction of the writing and the pedagogical workshop, expressing the importance of presenting our culture and History through Instagram. We also sought to understand the potential, as well as the possibilities for improving History teacher’s didactics using Instagram, highlighting the constructive role of History Teaching through digital technologies and using the various tools present on this social network, without however, making this more of a burden for this professional, since it is not about having to use it, but rather about seeing this platform as a space for scientific dissemination. Faced with so many questions, a Pedagogical Workshop entitled “Teacher Influencer – The Possibilities of Instagram for History Teaching” was proposed as a product of this dissertation, which, together with basic education teachers from the State of Roraima, sought to see Instagram as a possibility, also exploring each feature of this platform. The result of this activity was achieved, as History teachers realized the importance of occupying spaces on social networks, with an emphasis on Instagram, producing historical content as well as the strategies and criteria for creating quality posts; Even those who did not want to be in this space realized that it is important to value professionals producing this content and that it can be used and explored in different ways by History professionals.
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4
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CLEICIMAR ANICETO DE SOUZA
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HERITAGE AND ANCESTRALITY INHISTORY TEACHING: learning and teaching from the Indigenous Community of São Marcos – Boa Vista/RR.
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Advisor : MARCELLA ALBAINE FARIAS DA COSTA
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COMMITTEE MEMBERS :
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MARCUS LEONARDO BOMFIM MARTINS
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CARMEM ZELI DE VARGAS GIL
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MARCELLA ALBAINE FARIAS DA COSTA
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MARCOS ANTONIO DE OLIVEIRA
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MARIA LUIZA FERNANDES
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Data: Apr 26, 2024
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Show Abstract
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The current research entitled "HERITAGE AND ANCESTRALITY IN HISTORY TEACHING: learning and teaching from the Indigenous Community of São Marcos – Boa Vista/RR," aims to question the hegemonic historical narrative, defending the importance of the indigenous voices in the production of knowledge and practices to be incorporated in school history. This work symbolizes a vibrant collective rooted in ancestral heritage and is theoretically grounded by authors such as: Márcia Weika Kambeba (2021), Daniel Munduruku (2017), Ailton Krenak (2022), Carmem Zeli de Vargas Gil (2020), Átila Tolentino (2018), Nilton Mullet Pereira (2018), Flávia Eloisa Caimi (2011), among others. The São Marcos Indigenous community takes on an important role in this research process, as we have chosen to discuss heritage and ancestry based on it, due to its location being a point of dispute and invasion during the occupation period of the Rio Branco Valley. Ancestry and heritage, through heritage education, have been occupying spaces that implement a decolonial perspective within classrooms. Throughout all these themes, we have considered how to synthesize this information into a material product, this is where the multimodal classroom emerged, relying on the discussion of digital culture to present the research results. The classroom was produced by 8th-grade students from the Conceição da Costa Silva Militarized School – CEM X and will be available to teachers and others interested in utilizing it to assist with lectures or future research.
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5
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ANDRÉ NONATO ALVES KING E CAMPOS
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BRAZILIAN POPULAR MUSIC AS A HISTORICAL SOURCE AND PEDAGOGICAL INSTRUMENT FOR TEACHING THE HISTORY OF RORAIMA
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Advisor : MARCOS ANTONIO DE OLIVEIRA
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COMMITTEE MEMBERS :
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MARCOS ANTONIO DE OLIVEIRA
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CARLA MONTEIRO DE SOUZA
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MARIA LUIZA FERNANDES
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ALESSANDRA RUFINO SANTOS
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MIRIAM HERMETO DE SÁ
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Data: Jun 21, 2024
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Show Abstract
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This work aims to address the use of Brazilian popular music in the classroom for teaching the History of Roraima, by means of the theme: the Brazilian popular music as a historical source and pedagogical tool for teaching the History of Roraima. Therefore, we will dedicate ourselves to the study of Makunaimando music, interpreted by Zeca Preto, composed by Neuber Uchoa and Zeca Preto. This composition brings several elements that makes reference to culture, cuisine, myths, legends, sayings of indigenous peoples and the History of the State of Roraima, aspects that will be studied and probed by the students. In this perspective, music emerges as an important historical source to be developed in the classroom with the students. The use of music as a teaching tool in the classroom will have such an importance within the teaching-learning process. Our work has the main objective of: to present possibilities in order to reflect the teaching and learning on the History of Roraima through regional music. As specific objectives: to show the connections between the teaching of History in Roraima and the Brazilian popular music, in particular the regional popular music; to work with regional music as a potential historical source in the classroom for classes on the History of Roraima; enabling the teaching-learning of the history of Roraima based on Makunaimando music. We understand that music can be used in History classes as a rich historical source, through which we can find valuable information on various subjects, ranging from the reality of students , social criticism, as well as historical events already known to everyone. The student, with his cultural background, brings to the classroom themes of his daily life that can often be part of the class, thus provoking a dynamism for the school context and contributing in order that students and teachers can together build school knowledge.
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