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.

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the Instagram platform, reframing this social network as a suitable environment for the production and construction of Historical content, addressing central concepts such as Public History and Historical-digital Literacy, among others, based on theoretical analysis.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.

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.

 The textbook still constitutes the hegemonic support tool for the planning of Brazilian Basic Education History classes. Based on it, the teaching of the history of the civil-military dictatorship is intertwined with the transmission/reproduction of the same boastful speech of the generals who assumed the Presidency of the Republic from 1964 to 1985 to disseminate their political and psychological “achievements”.

Transgressing this rule of teaching the history of the dictatorship, this research aims to analyze the relationship between the military regime and the indigenous peoples of Roraima from the material produced by the National Truth Commission (CNV). This transgression aims to build compensators that can complement the textbook in its gaps, and even surpass it, bringing the facts that occurred during the dictatorship closer to the students' reality.

The trail of this path is inevitably linked to the break with the silencing and prejudice of the State, society and the school itself with the real history of the original peoples in this period, placing the official history under suspicion, as well as putting on the agenda the protagonism of the peoples indigenous people using the historiography of the New Indigenous History, in line with Law 11.645/08.

This research seeks to analyze the clothing of free people of color and freedmen in Portuguese America in the 18th century, through the illustrations of Carlos Julião. Under the context of the Old Regime, appearances take on crucial importance in supporting the social place of individuals in the hierarchy, and clothing, as an immediate visual language, makes it possible to attest to such conditions. However, when addressing the clothing of non-white individuals in the colony, social distinctions are constructed in a different and, at times, more complex way than seen in Europe. Birth, origin and possessions were added to the criteria of slavery logic, in which skin color was conditioned to servitude and low status, even if free or free the non-white individual carried the stigma of slavery. Despite this and the restrictive laws that made their integration difficult, this group sought to make their freedom evident, which, for a small amount of time, could lead to an economic rise. in resistance, as they sought to move away from the idea of submission. Furthermore, accessories from African culture also shaped the clothing in order to highlight memories that survive in the midst of different types of violence and do not take away their humanity. The research proposes a didactic sequence that enables the debate on the perspective of free people of color and freed people regarding their situation through clothing as a reaffirmation of their condition.

This work was born out of concern about the students' view that studying history is unnecessary, uninteresting and boring. As a teacher, I believe that teaching history can be attractive, dynamic and appealing to students. To this end, we proposed the use of local history as a teaching option to change students' views on the subject and we set ourselves the objective of this research: to analyze how local history is being worked on by state school teachers at primary level II, its contributions to teaching history and the changes and/or continuities since the implementation of the Roraima Curriculum Document. To this end, we carried out a bibliographical analysis of local history, then analyzed the process of creating the Roraima Curriculum Document, how local history is proposed in this document and how it has influenced the teaching of local history. We also analyzed the plans of state school teachers in order to understand how and if local issues are being addressed by teachers in their classes. As a product of the dissertation, we propose a didactic sequence entitled “Roraimando o ensino de história: O processo de urbanização e modernização da sociedade brasileira: do local ao nacional”.

The general objective of this study is to carry out a study about the performance of History teachers in the process of inserting Venezuelan students in the daily life of History classes, in State Schools in the East Zone of Boa Vista, between the Years 2017 and 2023, with the purpose of highlignting ther main difficulties and/or barriers. Data collection will be carried out through interviews with teachers in the área of History, who teach in schools in the East Zone of Boa Vista, capital of Roraima. Observations will also be made in the classroom, as well as analysis of the documents produced by History teachers for the classes. From this purpose, the following questions arose: how are students of Venezuelan nationality received in State Schools in the East Zone of the capital Boa Vista? How can history teachers overcome the Language barrier and engage Venezuelan migrant students in the classroon? What are main problems arising from this process? What methods of teaching History or pedagogical experiences were most successful in the learning process of Venezuelan students? Although the study still does not have partial results, it is clear that History classes can value Venezuelan culture, in addition to promoting the incorporation of the theme of migration and human rights in teaching plans, and a dialogue with Other disciplines, promoting interdiciplinarity.

The present dissertation discusses the teaching of Indigenous History based on the school project Between comings e goings: letters that unite, developed in 2017. The activity consisted of letter exchange between students from a private school in Boa Vista – Roraima and students from a school in Bananal, a indigenous community in Pacaraima – Roraima. Starting from letters produced by the students and from a brief literature review, we searched for information about Teaching of Indigenous History in Roraima. So, based on the information available on the website of public universities there, we did a survey of papers, master's dissertations and doctoral thesis on this subject, as well as of courses taught in undergraduate History programs, in order to verify which of these researches and/or disciplines are dedicated to the topic and which approaches are adopted in each one. In addition, we analyzed how the indigenous theme is addressed in the Curricular Document of Roraima for History. In the third and last part of this work, we discuss the concept of didactic sequence and, in conformity with the directions of the didactic-historical research, we prepared, as a product of this dissertation, a didactic sequence aimed at the teaching of History in the 6th and 7th grade, which proposes a reflection on indigenous peoples, especially those from Roraima, as heterogeneous people, with a past and a present.

This work is a critical analysis of the History textbooks from the 1st to the 5th year of the Buriti Mais collection, distributed by the National Textbook Program (PNLD) and adopted by the Department of Education of the Municipality of Iracema, State of Roraima. The objective of the research was to know how the content about Afro-Brazilian and African history and culture, law nº 10.639 (BRASIL, 2003), is being implemented in the curricular component of the collection's history, in order to combat racism, prejudice and racial discrimination in the school space. It is noticeable that despite the denunciations and efforts of social movements, the myth of racial democracy persists in the contents of textbooks, distorting the perception of racial relations in the school environment. In the analysis, we seek to understand racial relations in the country from 2003-2021, highlighting works by intellectuals such as Kabengele Munanga, Sílvio Almeida, Abdias Nascimento and Circe Bittencourt. The research carried out helped us to understand the dimension of what has already been produced with this theme and the possibility of contributing to the education of ethnic-racial relations. Finally, we analyzed the texts and images of the History books of the Buriti Mais collection of the Lower Elementary School, in the 2019-2022 quadrennium. By detecting weaknesses in texts and images in compliance with the provisions of law nº 10.639/2003, we propose an educational product with 5 (five) lesson plans, to discuss the education of ethnic-racial relations, focusing on history and local culture. . Our analyzes served to conclude that the collection superficially touches on the racial issue, requiring a deeper debate and qualification of teachers for the development of themes so essential for the transformation of Brazilian racial relations.