Navegando por Autor "Barbosa, Lúcia Falcão"

Agora exibindo 1 - 18 de 18

Análise do potencial pedagógico dos jogos digitais Banzo e Mandinga
(2023-09-21) Leão, Thiago Luiz de Souza; Barbosa, Lúcia Falcão; http://lattes.cnpq.br/5667594441132627; http://lattes.cnpq.br/6391891459731710
In this article, we aim to analyze two Brazilian digital games, Banzo and Mandinga, which lead the player to experience different scenarios of a slave society. Starting from the perspective that they bring into play important values and meanings for the cultural and identity recognition of subjects still invisible in school historical contents, we will analyze the importance of both as a playful tool for the production of historical knowledge. The methodology that we are going to apply in this article is based on the proposal of Giacomoni (2013) for whom the game configures a pedagogical resource for the construction of creative teaching and learning of history.
Conflitos modernos: um produto didático sobre o modernismo e a modernização da cidade do Recife nos anos 1920
(2024-03-08) Passos, Miguel Angelo Lago; Barbosa, Lúcia Falcão; http://lattes.cnpq.br/5667594441132627; http://lattes.cnpq.br/1913341155360352
This didactic product proposes a game, for students of the 9th grade of elementary school, about Republican Brazil in the early twentieth century. The game, which uses a board and cards as a platform, takes place in Recife, in the 1920s, and aims to insert students in discussions about the different conceptions linked to the Modernist Movement in Recife, Pernambuco, as well as to show some of the changes present in the city linked to the processes of modernization of spaces and their consequences in the form of leisure in society. Through the game, students will be able to understand the impact of some modern inventions in the formation of new patterns of urban coexistence, as well as be able to participate directly in the debates related to the different projects of Brazilian modernism. The main plot of the game is inspired by the intellectual conflicts between Gilberto Freyre and Joaquim Inojosa, who disputed ideas about what would represent, in the intellectual, cultural and artistic spheres, an authentic Brazilian, Northeastern and Pernambuco identity. While Freyre defended a modernism linked to regional tradition and the past, Inojosa supported a rupture with the past in order to build a modernism linked to the new inventions brought about by modernization. Therefore, the purpose of the game is to present information that will contribute to the construction of some historical concepts, such as modernization, modernism and modernity.
Dissidências flamejantes na república de Weimar: um espetáculo moderno de intelectualidade e gênero na hq ‘Berlim’ de Jason Lutes
(2023-09-22) Vieira, Neff Borba Araquan; Barbosa, Lúcia Falcão; http://lattes.cnpq.br/5667594441132627; http://lattes.cnpq.br/3440569002472574
This article aims to highlight the cenacles and dissident identities present in the Berlin of the Weimar Republic. To do so, let's analyze the spaces of the city and the intrigues traced by Jason Lutes (2020) in his comic entitled Berlin. The golden years of the so-called gay capital of Europe are the result of the emergency process of a plural modernity, which overflows after the defeat of Germany in World War I and the overthrow of imperial power. Faced with several setbacks, such as the rise of the Nazis, and the hate speech that grows every day, the city of Berlin experiences a moment of cultural effervescence, in which bohemian intellectuals explore dissident and flaming identities.
A gamificação da História: um produto didático sobre a Confederação do Equador (1824)
(2023-04-27) Rodrigues, Gabriel Roberto Medeiros; Barbosa, Lúcia Falcão; http://lattes.cnpq.br/5667594441132627; http://lattes.cnpq.br/9924960953366735
This didactic product proposes a game for students in the 8th year of elementary school II to venture into 19th century Brazil. The game will take place in the province of Pernambuco, in 1824, and the students will be protagonists of History, making decisions that will define their future within the separatist and republican movement that started in Pernambuco and gained support from the provinces of Paraíba, Rio Grande do North and Ceará. The game is based on a dispute, mediated by the teacher, who will guide the entire narrative present in this material. In this way, the purpose of the game is to bring information and questions that will contribute to the elaboration of historical knowledge. Students will be able to experience, through their characters, how different social groups participated in this separatist movement. The game will bring cards that will show characters present in the movement, making the student know some agendas and fights in defense of citizenship in the History of our country. In addition, the game will mobilize concepts, with the aim of presenting to the student some transformations that have taken place in Pernambuco, as captaincy, province and state.
A homossexualidade nas páginas do jornal Diário de Pernambuco nos anos 70
(2021-03-05) Pereira, Armindo de Almeida; Barbosa, Lúcia Falcão; http://lattes.cnpq.br/5667594441132627; http://lattes.cnpq.br/3566105504761661
This article addresses the theme of homosexuality in the news of the newspaper Diário de Pernambuco in the 1970s. How did the construction of gay identity, stigma and social prejudice about homosexuality take place at that time? What were the legal regulations and the information network against homosexuals? A case study was undertaken on how the news from the 1st Congress of Homosexuals, in Caruaru, reverberated in the capital. The methodology used seeks to intertwine the existing studies on homosexuality with historical sources of newspapers of the time. The aim is to analyze the different institutional and social strategies that underlie repression and discrimination against homosexuals and their culture.
A importância dos jogos no ensino-aprendizagem de história: um levantamento historiográfico da produção acadêmica sobre o tema no curso de Licenciatura Plena História da UFRPE (2011-2023)
(2024-03-08) Borba, Lucas Henrique de Amorim; Barbosa, Lúcia Falcão; http://lattes.cnpq.br/5667594441132627; http://lattes.cnpq.br/5533690465495459
This article seeks to make a survey of course completion works defended in the Full Degree Course in History at the Federal Rural University of Pernambuco, in the interval from 2011 to 2023, which have as their theme the teaching and learning of history through games. We intend to analyze the didactic proposals from the identification of the themes addressed, the theoretical-methodological references chosen and the intentionality of the authors when discussing the historical contents through the games created. As a result, we could perceive the growing defense of games as a plausible alternative to help in the teaching-learning process of school history and its relevance as a didactic resource for the teaching of history.
Mangá Fullmetal Alchemist: uma representação social do totalitarismo
(2022-10-07) Lima, Franky Lourenço de; Barbosa, Lúcia Falcão; http://lattes.cnpq.br/5667594441132627; http://lattes.cnpq.br/1807758287595697
This article seeks to analyze how the Fullmetal Alchemist manga, by the artist Hiromu Arakawa, mobilizes a social representation of totalitarianism. For that, we make use of the concepts: i) of totalitarianism, defined by Hannah Arendit (1998), to underline the mechanisms of exceptionality in the State of Law, ii) of social representation, developed by Roger Chartier (1982), with the purpose of undestand the nuances with which the graphic narrative of manga and anime approaches this theme. Methodologically, we chose some structuring thematic nuclei of the narrative, wich is divided into 108 chapters originally published in a contexto of dissemination of Japanese Pop Culture to the rest of the world (2001-2010).
“Memórias de ferro”: o ensino baseado em projeto científico realizado com turmas do ensino médio, em escola privada de Camaragibe - PE (2024)
(2024-12-19) Santos, Mateus de Souza; Barbosa, Lúcia Falcão; http://lattes.cnpq.br/5667594441132627
This article aims to report and reflect on the development of the scientific project " Iron Memories: repression, torture and resilience of women during the military dictatorship in Pernambuco (1964-1985)", carried out with students from the 1st grade of High School, in a private school in Camaragibe-PE, in 2024. From this experience report, we intend to analyze the application of scientific projects in the teaching of History, aiming to work with historical contents through more active and critical approaches, as defended by Demo (2003) and Dewey (1916). This project integrated theory and practice, seeking to promote the engagement and intellectual autonomy of the students involved.
Por uma historiograﬁa da felicidade: o Colóquio Walter Lippmann (1938) e a happycracia como faceta do neoliberalismo
(2024-10-03) Córdula Neto, Raul; Barbosa, Lúcia Falcão; http://lattes.cnpq.br/5667594441132627; http://lattes.cnpq.br/1436277940038969
Este artigo procura debater as estratégias do neoliberalismo para produção de uma nova razão no mundo, sobretudo uma faceta dessa racionalidade: a obrigatoriedade da felicidade. Para tanto, tomamos o Colóquio Walter Lippmann, que ocorreu em Paris, em 1938, como momento de refundação do liberalismo e de instauração das bases para uma nova racionalidade do capitalismo. Entretanto, nosso foco recairá sobre a manipulação de um estado de “felicidade” paradoxal, que provoca satisfações efêmeras e sofrimentos constantes diante do imperativo de sermos bem-sucedidos e felizes. A happycracia opera na lógica do consumo egoísta e imediato do sujeito empreendedor de si mesmo, em contínua concorrência com os demais.
Por uma memória dos vaga-lumes: o exercício de escrita de si em tempos sombrios
(Universidade Federal Rural de Pernambuco, 2022) Barbosa, Lúcia Falcão; http://lattes.cnpq.br/5667594441132627
“O preço dos ideais”: jogo de RPG sobre a Revolução Pernambucana de 1817
(2021-12-13) Duarte Júnior, Márcio Antonio Barbosa; Barbosa, Lúcia Falcão; http://lattes.cnpq.br/5667594441132627; http://lattes.cnpq.br/7150343786113452
This educational product refers to a RPG's proposal about the 1817's Pernambuco Revolution events. In this game, the students have a main role in the narrated story: they find challenges, missions, troubles and intrigues to be solved, becoming the revolutionary movement's protagonists. The roleplay game is titled "The Ideas's Price" and faced to the elementary school's 8th grade. It craves the students to be able to: i) reflect on the limits and ranges of ideologic basis which composed the movement; ii) simulate the movement's tactical and strategical defense difficulties; iii) experiment the local society decision's weight producing knowledge about this historical event, about its origin and outcome. The game's pedagogical objective is, besides any knowledge about dates and characters, that students/players are able to do historiographic operations like research, analyze, think critically and produce historical knowledge autonomously as protagonists of the knowledge's construction process.
Produto didático: Jogo Sinfonia da Inquisição - o RPG como ferramenta empática no ensino de História
(2019-12-16) Silva, Rodrigo Sousa da; Barbosa, Lúcia Falcão; http://lattes.cnpq.br/5667594441132627; http://lattes.cnpq.br/3143685649199466
The course conclusion work in question is a didactic product: Symphony of the Inquisition: RPG as an empathic tool in the teaching of history. Our goal was to produce a game about the Inquisition in the 16th century Pernambuco, specifically the case of Felicia Tourinho and, from it, to stimulate historical empathy (LEE, 2006). In this case, the use of RPG as an alternative language for the teaching of history aimed to bring closer to the thematic students and subjects that they consider so far from their reality. Instead of fixed, finished and unreachable history - the result of the markedly verbalist classes still very present in everyday school, through a playful language, we aim to stimulate students' immersion in history, as they disguise themselves as historical characters. And so, bring students and teachers closer to the subject they are studying, putting in their hands the power of decision and choice of what attitudes to take, living, for a class, the historical dramas experienced by the characters that otherwise seemed so far away.
Proposta de produto didático. Imperium: um livro paradidático sobre o uso da literatura para debater o ensino de história e a democracia no século XXI
(2019-12-20) Efrem, Raissa Gouveia de Melo; Barbosa, Lúcia Falcão; http://lattes.cnpq.br/5667594441132627; http://lattes.cnpq.br/7627972179532609
The course conclusion work in question is an education intended product: "Imperium: A paradidactic book to debate over history teaching in the 21st century. Our objective was to produce a paradidactic book inspired by the children's and youth books Harry Potter, in order to promote historical empathy in basic history education classes (LEE, 2006). The paradidactic presented here aims to talk about the teaching of history in a school institution and presents as its central theme the concept of democracy. After all, the main purpose of knowing school history according to the guiding documents for this disciplinary content is to prepare students for the Democratic Rule of Law. In this case, the use of the paradidactic book as an alternative language for the teaching of history aimed to bring closer to thematic students and subjects that seem too complex and far from their reality. As an alternative to a fixed and finished history, full of dates and names, still present in daily school life, we seek to present a playful language, whose purpose is to stimulate students' immersion in history.
A representação social da História no mangá One Piece de Eiichiro Oda
(2023-04-28) Mota, Ícaro Rhuan de Lima; Barbosa, Lúcia Falcão; http://lattes.cnpq.br/5667594441132627; http://lattes.cnpq.br/9421700387960516
In this article, we'll look at Eiichiro Oda's One Piece manga. Our goal is to perceive, through the identification of thematic nuclei, the way the work establishes a social representation of history, through the dispositions that the characters make of the past and its importance for the narrative plot. To this end, we will dialogue with Chartier's concept of social representation, according to which social representation is not understood as the act of revealing an absent object (or situation), but are discourses that have their own devices, their own rhetorical and narrative articulations, which are not reducible to the ideas they enunciate or the themes they sustain.
Sob a proteção do Escapulário: Um estudo de caso sobre imigrantes espanhóis na cidade do Recife a partir da História Oral
(2019-07-11) Perez, Thaís Nunes Rocha; Barbosa, Lúcia Falcão; http://lattes.cnpq.br/5667594441132627; http://lattes.cnpq.br/1980169642815930
The paper in question discusses about the migratory process of the Perez Rodriguez family from Spain to the city of Recife, Pernambuco, in the late of the decade of the 1940, mainly as a result of the Spanish Civil War and the Second World War. It is an exploratory research about Spanish immigrants in Recife and the way in which they elaborate their transatlantic identity. It has a qualitative approach. And it has make since on a methodological triangulation based on: i) a case study, ii) oral history and iii) documental analysis. Through the case study of the Perez Rodriguez family it is possible to identify the strategies put in place for the formation of a family identity through which the members of the family constitute a legacy shared by various generations. We were able to confirm, in this way, that oral traditions and collective memories were the basis for the construction of the individual and collective identities of Perez Rodriguez; as well as investigate their strategies for building a legacy during exile. Thus, reports of the experiences of family members, collected through the methodology of oral history, serve to support the analysis and interpretations that will be backed by documents and photographs of the family Perez Rodriguez, referring to the epoch.
Verbetes audiovisuais: tempo, experiência, narrativa histórica
(2021-12-17) Vilela, Sofia Roberta da Costa; Barbosa, Lúcia Falcão; http://lattes.cnpq.br/5667594441132627; http://lattes.cnpq.br/0764563686719860
This work consists of an audiovisual production of entries referring to important concepts for historical knowledge: time, experience and narrative. Through the intertwining of cinema, education and history teaching, these three audiovisual entries were produced. The purpose of this article is to demonstrate the discussions made in this process to conceptualize the chosen words. Poetically, this production dialogues with those who perceive cinema-education in its ethical and aesthetic dimensions, diverging from the didacticization that strips the filmic language of its character as a piece of art. This reconnection between cinema and education promotes a deterritorialized place, potentiating new feelings and perspectives. Multiple lenses, temporalities, experiences and narratives emerge in the way subjects apprehend films and audiovisual materials. Readings and crossings provoke feelings and senses. The enjoyment of the ways of seeing makes individuals go through narratives of themselves, and the sharing of these forms highlights the plurality and richness of what it is to be human, making it possible to expand the places of otherness as different subjectivities are nuanced in production of knowledge.
"As vozes dos facões e os gritos das enxadas": a gamificação da história da Liga Camponesa da Galiléia em formato de RPG
(2023-04-27) Paula, Kayo Victor de; Barbosa, Lúcia Falcão; http://lattes.cnpq.br/5667594441132627
This paper proposes the development of a didactic product in the form of a role-playing game (RPG) about the history of the Peasant Leagues in the state of Pernambuco in the 1950s. The game will contribute to the debate about the history of the state and the limits and achievements of the democratic experience in pre-1964 Brazil. The students play a central role in the narrative by taking the protagonism of the choices their characters, would make in the context of the struggle for dignity and land in the rural areas of the state. "The Voices of Machetes and the Shouts of Hoes" aims for the players to be able to: i) recognize the historical and socio-political context of the game's setting; ii) seek survival solutions in the face of natural, political, and social difficulties; iii) experience the weight of their decisions on the fate of peasants, thus producing knowledge about this historical event, its origin, and outcome; iv) find the best solution to resolve their conflicts. The didactic objective of the product is, in addition to acquiring knowledge about dates and characters, for the students to carry out historiographical operations such as researching, evaluating, criticizing, and producing historical knowledge as autonomously as possible, as real protagonists of the teaching-learning process.
World of Warcraft: o imaginário medieval e a fragmentação do ser na modernidade tardia
(2019-07-10) Santos, Victor Veloso; Barbosa, Lúcia Falcão; http://lattes.cnpq.br/5667594441132627; http://lattes.cnpq.br/1705508944916920
In this monography, we discuss the sense of wonder for the medieval imaginary on the Late Modernity through the analysis of the digital game World of Warcraft and your mythological references – like the archetype of the “Broken Hero”, the Mother, the Protector and many others – and how they were reimagined throughout the history of humanity. In this sense, the concepts established by the ancient Greeks like mythos and logos are fundamental stones to better understand the fascination for fantasy, for fiction. After all, what the retake of the medieval universe can tell about the formation of subjectivity on the Late Modernity? This new reading of the fantastic and mythologic enables this fragmented Self another relation on humanity-nature, the experience of belonging and identity, in communion with archetypes most commons throughout the human history like being tied with the divine, the magic, the heroism without putting your own flesh and bones in risk. World of Warcraft is a game played by millions around the world, and, to the analysis here proposed, methodologically, the History blends together with Antropology, especially the Structural of Lévi-Strauss, and with the Psychology, heavily shouldered on Jung’s writings, to observe the Homo Sapiens in a macro and broad way, pointing towards directly to the individual insert on Azeroth’s universe and the resignifications built by this new digital world and new shocks of experiences with others individuals from different cultures and societies around the globe. Lastly, the result of this scientific quest was to open new methodology ways to use electronic games as historical sources, the understanding of how players redesigns their way of thinking using fantasy while it invents itself from reality, especially, the romantic imagination of the Medieval Age, and links Azeroth’s universe and its referential archetypes.