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.

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.

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.