Navegando por Autor "Bezerra, Rozélia"

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As aias também contam história: a utilização d’ O Conto da Aia como linguagem alternativa para o ensino de História
(2019-12-16) Feitosa, Rhaissa de Souza; Bezerra, Rozélia; http://lattes.cnpq.br/0968758655400113; http://lattes.cnpq.br/3302145276038718
Os caminhos do professor encenador: teatro, letramento e ensino de História
(2019-12-16) Lima, Felipe Cruz de; Bezerra, Rozélia; http://lattes.cnpq.br/0968758655400113; http://lattes.cnpq.br/1320765509364548
Educação em tempo de COVID-19: "sabe lá o que é não ter e ter que ter prá dar?"
(2021-12-15) Silva, Barbara Ingrid Santos da; Bezerra, Rozélia; http://lattes.cnpq.br/0968758655400113; http://lattes.cnpq.br/3108381347616942
This work sought to meet the partial requirements for completing a degree in History, show some impacts of the Covid-19 pandemic on Education and reflect on the expectations and frustrations created with the remote way of teaching. Hence the subtitle-problem: “Who knows what not and having to give it?”. To carry out the research, we chose to work with a Case Study (ANDRÉ, 2021). The object of analysis was the preparatory course for ENEM, offered by the University of Pernambuco. The time frame was the second half of 2021, year two of the Covid-19 pandemic. It was observed that, even with the technological apparatus made available by the UPE, attendance to History and Philosophy classes had very low participation. According to studies, the difficulty of accessing the internet is the main cause of this absence.
O espetáculo do nascimento em tempos de Covid-19. Umas gotas de fenomenologia
(2021-12-16) Cavalcanti, Aline Silva; Bezerra, Rozélia; http://lattes.cnpq.br/0968758655400113
Este trabajo tiene el objetivo general de hablar sobre la labor de informar sobre las mujeres que dieron a luz en la época del Covid-19 y narrar el espectáculo del parto, en medio de los riesgos de esta pandemia. Metodológicamente, se apoyó en José Ortega y Gasset (2001) y Rafael Ruiz (2021) para elaborar reflexiones sobre el espectáculo del nacimiento. El trabajo se llevó a cabo en dos momentos distintos: octubre de 2020 y octubre de 2021. Los lugares de la investigación fueron las salas de parto de dos hospitales privados de Recife. Se notó que la cámara capta la imagen del momento, pero el fenómeno de nacer permanece en la percepción de cada persona involucrada en ese momento.
Letramento em História “Encantos”: um livro paradidático sobre as transformações no Recife do século XIX
(2019-07-15) Trindade, Vitória Lobo; Bezerra, Rozélia; http://lattes.cnpq.br/0968758655400113; http://lattes.cnpq.br/8388200855842324
Um olhar, gastronômico, cultural e poético: as comidas do Mercado de São José e seu entorno
(2021-12-15) Silva, Manoelly Soledade Vera Cruz da; Bezerra, Rozélia; http://lattes.cnpq.br/0968758655400113
Os ecos da ditadura militar nas bibliotecas da UFRPE: as ausências percebidas
(2022-06-02) Silva, Isaac Beserra da; Bezerra, Rozélia; http://lattes.cnpq.br/0968758655400113
Este trabalho analisará as permanências das censuras impostas durante a ditadura civil-militar. Nesse contexto, duas escritoras, diletas pelo público e pelos pares, tiveram suas obras confiscadas e queimadas. A saber, Cassandra Rios e Adelaide Carraro. A arte destas autoras foram rotuladas e sumariamente reprimidas. Para um aluno as bibliotecas universitárias são como um baluarte de conhecimento e formadora de saberes, ao examinarmos a pluralidade discursivas e o posicionamento da biblioteca em seu escopo de seleção e o controle dos livros pelos detentores do poder analisaremos a influência e procuremos conhecer o impacto sobre as obras e responder a questões como: será que os ecos da ditadura civil-militar estão nas estantes das bibliotecas da Universidade Federal Rural de Pernambuco? Quais as ausências percebidas?
As presenças e ausências da literatura de autoria feminina nas provas da COVEST - PE (1995-2005)
(2019-02-07) Camelo, Pâmela Maria de Carvalho; Bezerra, Rozélia; http://lattes.cnpq.br/0968758655400113; http://lattes.cnpq.br/1293815588167145
The paper makes a survey about the presence of women writers cited in the Literature test of the second phase of the COVEST vestibular, when constructing this article it is necessary to understand how the woman and the writer were in this transition from the XX century to the XXI century, and as it was the process for this writer to be present or not in the vestibular test. Through this we sought to know how the vestibular emerged in the country, literature in the vestibular, the presence of women writers and what can be considered absence before the observed data.
Protagonismo negro, luta e resistência: um relato de experiência em ESO
(2019-12-16) Souza, Flávio Mandú de; Bezerra, Rozélia; Cadena, Sílvio Ricardo Gouveia; http://lattes.cnpq.br/0520301466483390; http://lattes.cnpq.br/0968758655400113; http://lattes.cnpq.br/6859224429865754
This experience report comes from a didactic project promoted in the discipline of Mandatary Supervised Internship II, from the degree in history course of the Federal Rural University of Pernambuco, which was the theme: "Black protagonism, struggle and resistance.", taught for the 1st grade of high school, aiming to promote reflection on black participation in the struggles against racial segregation in the 20th and 21st centuries. Using approaches such as historical knowledge as a reality problematizer, the dialectical method of Circe Bittencourt (2008) and the use of classroom photographs, supported by the analyses of Boris Kossoy (2001) and Medeiros (2005), the present project possessed while culminating a photographic exhibition. Therefore, the use of these analyses added to the work with this theme produced discoveries, reflections, deconstructions and in-depth debates about protagonism, violence, racism and the need to study socially living subjects. It is important to highlight that the organization of the work was based on the standards of the journal "EDUCAÇÃO BÁSICA REVISTA" of ISSN: 2447-5971.
Representações do mito de El Dorado no jogo "Uncharted: Drake's fortune" e possibilidades de uso no ensino de História
(2021-12-16) Barros, Ana Clara Guilherme Timoteo de; Bezerra, Rozélia; Cadena, Sílvio Ricardo Gouveia; http://lattes.cnpq.br/0520301466483390; http://lattes.cnpq.br/0968758655400113; http://lattes.cnpq.br/4363024256165638
This article aims to present the study of representation in the electronic game Uncharted: Drake's Fortune, as a teaching object for history teachers. In presenting it, the imagery and historical context used by the game developers to display an archaeological plot will be analyzed through the adventure enriched by elements that refer to the cultures of pre-Columbian peoples, the representation of the myth and history of El Dorado, in a narrative with a historiographical basis but with a fictional systematic. Thus, this article tends to analyze this representation with the purpose of expressing the historical content that games present and the result of them to be used by history teachers in the classroom, on the possibilities of using the game as a complementary material for teaching, in the content of the history of pre-Columbian America.
O uso dos jogos como ferramenta para o ensino de história no ensino fundamental: uma breve revisão bibliográfica e analítica
(2019-07-19) Santos, Diogenes Mufford Luiz dos; Bezerra, Rozélia; http://lattes.cnpq.br/0968758655400113; http://lattes.cnpq.br/5304178011461627
The present work intends to demonstrate that the discipline of History can be considered an area that makes possible to think and in this way, the challenge that it is possible to build from the games in the classroom in a playful way. In spite of the importance of content for the student, we must be concerned with the formation of a subject, the teacher, his development from the time categories, between permanence and change, between likeness and difference, and simultaneity, of thought by the construction of citizenship, tolerance, cooperation must be clearly understood by the student. From the research presented, games appear as a good working tool. Because it is a didactic game, where you learn to play with each other instead of against each other, given the different skills that are developed and where students learn to relate, question and build, the game may be an alternative that awakens in the student the curiosity and the will to learn. Rethinking lessons and teaching strategies that use only verbalism and questionnaires is an urgent task. We present, then, the game as a strategy that enables the coordination of points of view and coordination of interindividual actions, so necessary for the understanding and action in the world around us, be it past, present or future. In this way, the students worked mainly in small groups, in a classroom environment, promoting exploration activities, solving problems, developing geographical and historical skills and socialization. Finally, the game allows students to stimulate their knowledge and communicative skills in cooperation with other students, not forgetting also the interpersonal relationship creating in the student a desire to learn more. Thus, the student put the knowledge to the test, using it in concrete play situations in their lives.
“Você é o que você come?”. Identidades culturais e alimentação: experiências do PIBIDno Colégio Agrícola Dom Agostinho Ikas da UFRPE - 2017
(2019-07-17) Santos, Luanna Priscylla da Silva; Bezerra, Rozélia; http://lattes.cnpq.br/0968758655400113; http://lattes.cnpq.br/3915527311428728
This work presents the experiences of the pedagogical project "You are what you eat?", Held in May 2017, with students of the second year of high school Colégio Agrícola Dom Agostinho Ikas da UFRPE, in the municipality of São Lourenço da Mata . As a result of experiences made possible by PIBID-CAPES, this project aimed to highlight the relationship between food tastes and cultural identities, as well as to point out participants as part of the stories we talk about in class. The project was divided into three moments, to discuss identities, gustatory memory and the influence of fast food on students' lives. Throughout the activities, the slate was used as well as life objects of the participants. In order to evaluate the circulation, appropriation and use of shared knowledge in the classroom, written texts were used by the students, as well as observation of participation in the debates. The texts reinforce the Food as a new theme in the classroom, opening new perspectives in the teaching of History.