Navegando por Assunto "Ensino de história"

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As implicações da BNCC no livro didático de História do 2º ano ensino fundamental-anos iniciais: um estudo comparativo sobre obras do Programa Nacional do Livro Didático editais 2016 e 2019
(2025-02-17) Holanda Júnior, Valmério Cirilo de; Andrade, Juliana Alves de; http://lattes.cnpq.br/9273063697259288; http://lattes.cnpq.br/9606938847498302
Nas etapas iniciais de escolarização, o conteúdo histórico é de suma importância para a aquisição de um pensamento crítico por parte das crianças o que faz com que o livro didático seja um dos principais materiais de trabalho utilizados no cotidiano escolar. Posto isso, este trabalho teve como objetivo analisar os efeitos da Base Nacional Comum Curricular (BNCC-2018) nos livros didáticos de História do 2º ano do ensino fundamental-anos iniciais. Para tanto, analisamos os volumes do 2º ano da coleção Projeto Buriti-História selecionados pelo Programa Nacional do Livro Didático na edição antes da BNCC (2016) e pós-BNCC (2019). Neste estudo, de natureza qualitativa e quantitativa, foi utilizado como método para coleta de dados a pesquisa documental e a análise de conteúdo (BARDIN, 2002). O estudo se amparou teoricamente em Choppin (2004), Bittencourt (2009), Sacristán (1988), Arroyo(2014). A partir dessa análise pode-se concluir que as normativas curriculares da Base Nacional Comum Curricular (BNCC), trouxeram mudanças significativas no que se refere a presença de narrativas regionais e locais no livro. Ou seja, a valorização da formação cidadã e o aprendizado significativo dos conteúdos históricos ganham contornos nacionais, distanciando-se de experiências fora do eixo sul-sudeste. Entretanto, verificamos que a abordagem de História no livro didático do Ensino Fundamental Anos Iniciais pós BNCC, não se dá de maneira articulada com as concepções atuais sobre o Ensino de História.
A canção popular como recurso didático no ensino de História: um estudo sobre concepções e práticas docentes
(2019-12-13) Andrade, Lukas Alisson Gouveia de; Silva, Lucas Victor; http://lattes.cnpq.br/0058476610695399; http://lattes.cnpq.br/4795559345410177
This article aims to investigate teaching conceptions about the use of popular song in History Teaching. To this end, we conducted interviews with history teachers working in basic education. Our sample considered Master students and graduates of the Professional Master in History Teaching of the Federal University of Pernambuco. The results were analyzed using a qualitative and quantitative approach and content analysis from the categories: teaching conceptions, planning, classroom procedures and assessment.
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.
Os desafios de ensinar história em tempos de conteúdos atualistas
(2023-09-19) Souza, Ariadyne Lúcia de; Andrade, Juliana Alves de; http://lattes.cnpq.br/9273063697259288; http://lattes.cnpq.br/7746329437428824
Diário de Bitita na sala de aula: memória, literatura e história no Programa Residência Pedagógica
(2025-03-19) Lessa, Anna Victória Souto; Silva, Lucas Victor; http://lattes.cnpq.br/0058476610695399; http://lattes.cnpq.br/2730881181807163
O presente artigo apresenta uma experiência desenvolvida no âmbito do Programa Residência Pedagógica (PRP) na Escola de Referência em Ensino Médio (EREM) Silva Jardim, com foco na proposta efetivada na disciplina eletiva do Ensino Médio “Diário de Bitita: identidade e memória”. A proposição teve como objetivo explorar a intersecção entre Literatura e História, utilizando a obra Diário de Bitita, de Carolina Maria de Jesus, como instrumento para reflexão sobre identidade, memória, desigualdade social, racismo e gênero no Brasil. A metodologia adotada incluiu análise textual, debates, dinâmicas interativas e práticas artísticas, como teatro-fórum e produção de histórias em quadrinhos. Os resultados indicam que a abordagem possibilitou um engajamento significativo dos estudantes, promovendo debates críticos e a valorização de memórias e identidades historicamente marginalizadas. No entanto, desafios estruturais impostos pelo Novo Ensino Médio e a fragmentação curricular foram identificados como limitações ao aprofundamento dos conteúdos. Conclui-se que o PRP é uma ferramenta essencial para a formação docente, proporcionando experiências que fortalecem o ensino de História em uma perspectiva crítica e inclusiva.
Ensino de História & história local: a constituição de um jornal digital na Escola de Referência Estadual Mardônio Coelho, Bomba do Hemetério, Recife - PE
(2024-09-25) Correia, Ozeane Maria de Moura; Britto, Aurélio de Moura; http://lattes.cnpq.br/5266624197764867; http://lattes.cnpq.br/8251557569905836
This study explores the potential of integrating Local History into History education through a pedagogical proposal for the creation of a digital newspaper in the neighborhood of Bomba do Hemetério, in Recife, Pernambuco. The main objective is to analyze how the appreciation of Local History can enhance teaching and connect students with their community. Using a qualitative approach and the action research method, the study is based on the interpretation of primary and secondary sources to examine the impact of collaboration between the school and the community. The focus is on the Mardônio Coelho State School of Reference, the only public high school in the neighborhood, and the impact of introducing the digital newspaper "Bomba Cultural" as a pedagogical tool. The results show that the integration of local history into the school curriculum, through the newspaper, promotes greater student engagement and a deeper understanding of their cultural and historical identity. The study highlights the importance of collaboration between the school and the community for a more contextualized and meaningful education.
Ensino de História na educação infantil: uma análise crítica
(2021-12-15) Barbosa, Nathália Niédja da Costa; Andrade, Juliana Alves de; http://lattes.cnpq.br/9273063697259288; http://lattes.cnpq.br/6577805049941234
The History teaching in childhood education, in general, is not debated from the perspective of the historian professional. Even Pedagogy itself is not so concerned with this subject, limiting itself to commemorative dates many times, under technical approaches and disconnected from school experience. Until, using practices who diverges from the guidelines of educational policies to approach the issues.
O ensino de História para o espectro autista
(2023-01-25) Teixeira, Gerson Lopes; Miranda, Humberto da Silva; http://lattes.cnpq.br/1254987493556824; http://lattes.cnpq.br/5862173996623359
História da alimentação no livro didático de história: Análise dessa relação em quatro coleções didáticas dos anos finais do ensino fundamental aprovadas na edição 2017 do PNLD
(2021-03-31) Alves, Ana Francisca de Lima; Barros, Gabriel Navarro de; http://lattes.cnpq.br/3280959855647241; http://lattes.cnpq.br/4878403689314092
History of the Final Years of Elementary School (6th to 9th Year), approved in the 2017 edition of the National Textbook Program (PNLD), requested and used by school teachers was carried out. public institutions in Brazil during the 2017/2018/2019 triennium. The study consisted of verifying how the foods were represented in the narratives present in the selected didactic works and thoroughly analyzed. That refer to the following History collections: (i) “History, Society & Citizenship” by the author Alfredo Boulos Júnior; (ii) “Projeto Araribá – História” by author Maria Raquel Apolinário; (iii) “Will to Know – History” by authors Adriana Dias, Keila Grinberg and Marco Pellegrini; (iv) “Studying History: From the origins of man to the digital age” by Patrícia Ramos Braick. The volumes referring to the first three sets of Didactic Books (total of twelve volumes) were made available virtually by the PNLD Memorial of the Federal University of Rio Grande do Norte. While those related to the last set (total of four volumes) were provided by a municipal school in the city of Barreiros – Pernambuco, obtained after request. This research incorporates the History of Food and is in line with studies on the History of Food. Regarding the objectives, if Exploratory Research was carried out, the methodological procedures adopted involved Bibliographic and Documentary Research. Through the consultation of virtual and physical productions, as well as a Qualitative approach and use of bibliography, theoretical choices such as Bittencourt (2008), Certeau (1996), Chervel (1990) and Ramos (2012). At the end of the verification, it was identified that food is very represented in the narratives included in the analyzed works, due to the fact that all collections present information about food and / or food. In some moments the representation happens through explanatory explanations, however, most of the time it happens through fast and very superficial exposures. There is a connection between food and social, cultural, economic, religious and political aspects, as well as a great use of images related to the History of Food and many activities that aim to fix the reports passed on in the sections of the volumes.
A importância de conteúdos digitais para o ensino de História: articulação política indígena e revisão historiográfica
(2024-09-23) Lima Filho, Henrique Rodrigues; Dantas, Mariana Albuquerque; http://lattes.cnpq.br/8568216121012333; http://lattes.cnpq.br/8646187137396793
This article aimed to point out the actions of indigenous peoples in the present time as protagonists in the historical construction of the country. We discussed Law No. 11.645/2008 determining the teaching of history and cultures of indigenous peoples in schools in Brazil, which is fundamental in the entire teaching process on this topic. We carried out a brief historiographical review of important authors to think about the topic. Finally, we deal with the actions of indigenous peoples in the present time, emphasizing content published on social networks, with the potential to become subsidies to be used in teaching indigenous history in Brazil.
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.
Memes e o ensino de História: uma experiência pedagógica no âmbito do PIBID História - UFRPE
(2024-02-21) Azevedo, Paulo Matheus Bezerra Viana de; Santos, Maria Emília Vasconcelos dos; http://lattes.cnpq.br/4794117737260000; http://lattes.cnpq.br/2375934324499736
Over the past few years, it has been possible to observe an increase in the use of digital technologies, especially by young people around the world. At a time of high use in Digital Information and Communication Technologies (TDIC's), traditional teaching and learning methods have become outdated, making it necessary to innovate this process, taking into consideration the historical context and the transformations experienced by students. With that said, this article aims, in first place, to understand the current situation in which young people are inserted, also assimilating how they use networks; know the origin and trajectory of memes, analyzing how they are used by young people socially, culturally and politically; present the possible pedagogical uses of memes in history lessons, using the meme as a cultural product that mobilizes different skills and, finally, expose a project aligned with this theme experienced in the sphere of PIBID História - UFRPE. From the project and the research carried out with the participating students, it was possible to observe high engagement and greater interest from students when they are encouraged to work with tools that are already familiar to them, proving that the meme is an effective pedagogical resource in history classes.
“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.
Métodos ativos de aprendizagem em história: um estudo de caso sobre as turmas de 2º ano do ensino médio na rede pública de Feira Nova – PE (2019)
(2021-08-03) Silva, Alvanir Ivaneide Alves da; Souza, Leandro Nascimento de; http://lattes.cnpq.br/1582889341461925; http://lattes.cnpq.br/1148619985538727
Um olhar sobre a Educação Patrimonial no ensino de História: atividades prático-pedagógicas nos livros didáticos
(2020-10-26) Guimarães Junior, Jaime de Lima; Luna, Suely Cristina Albuquerque de; Oliveira, Ana Lúcia do Nascimento; http://lattes.cnpq.br/0223016826925051; http://lattes.cnpq.br/4941715690112297; http://lattes.cnpq.br/4005295198649923
Los análisis presentados en este artículo involucran a la Educación Patrimonial y su espacio dentro de los libros de texto de historia de la escuela primaria de sexto año (PNLD 2017-2019) utilizados por estudiantes de escuelas públicas estatales en el municipio de Camaragibe, Pernambuco, Brasil. Con las nuevas interpretaciones históricas relacionadas con el cambio en la forma de pensar y escribir la Historia, desde la redemocratización de Brasil, permitió nuevos enfoques historiográficos dentro de la academia que también repercutieron en la producción de contenidos para el ámbito escolar. Así, reconociendo tales cambios, se pudo pensar en la Educación Patrimonial como un punto a abordar en un intento de plasmar en estos libros esta metodología de enseñanza a través de los conceptos y actividades propuestos.
Patrimônio histórico cultural no ensino de história: análise do currículo de Pernambuco
(2024-03-04) Carmo, Maryanne Kelly Freitas do; Luna, Suely Cristina Albuquerque de; http://lattes.cnpq.br/4941715690112297; http://lattes.cnpq.br/6062169215915102
El objetivo de este artículo es analizar la presencia de la discusión sobre El Patrimonio Histórico Cultural en el Currículo Pernambucano - Enseñanza Primaria, edición 2019, dirigido a los Maestros y Escuelas de Enseñanza Primaria de la Red de Educación del Estado de Pernambuco. La metodología utilizada fue un análisis comparativo y cualitativo de los textos base, la Base Curricular Común Nacional y El Currículo Pernambucano, buscando comprender la inclusión de conocimientos sobre Patrimonio Histórico Cultural. Se plantean algunas cuestiones con la intención de observar si los contenidos ofrecidos generan reflexión sobre el tema del patrimônio en la formación de los alumnos y/o si las inserciones de contenidos a lo largo de los currículos atienden a las necesidades de formación que están en consonancia con lo que se espera del desarrollo de un individuo en esta etapa de la escolaridad. El objetivo es discutir cómo este objeto de estudio ha sido incluido en la enseñanza de la historia en la educación básica en el estado de Pernambuco.
Pod-quem? Quais são e onde estão os podcasts de professores de História e historiadores do Brasil
(2022-06-01) Santos, Danton Soares Brasil dos; Silva, Lucas Victor; http://lattes.cnpq.br/0058476610695399; http://lattes.cnpq.br/4444145731240665
The objective of this work is to carry out a survey about the podcasts produced by history teachers and historians. The research carried out the following steps: bibliographic readings on the history of the podcast and the uses of the podcast in education and a survey of the historical-themed podcasts produced by history teachers and historians. The survey was carried out on the following platforms: Google, Apple Podcasts and Spotify. We use the following criteria: podcasts that use history as their main theme, with Portuguese as their spoken language and within Brazilian territory and that a history teacher and/or historian be their main producer and/or presenter. The conclusion is that there is a new production of programs aimed at the general public and the scholar public, with a variety of formats and themes, most of them started in 2020, which enables a wide range of possibilities for using the podcast in classrooms, whether as an object of study, reference material or a program construction project.
O uso das TDICs em tempos de pandemia: docência em História na rede estadual de Pernambuco (março a setembro de 2020)
(2020) Silva, Elisabeth Rosa da; Barros, Gabriel Navarro de; http://lattes.cnpq.br/3280959855647241; http://lattes.cnpq.br/5098258372752717
The objective of this work is to analyze the digital technologies of communication and information (TDCIs) used by the teacher of the History subject of high school in a public school in the state of Pernambuco in the period from March 23 to September 25, 2020, as well as pointing out the main tools used in active methodologies applied in the teaching and learning processes. The methodology used to carry out the monograph was bibliographic research based on literature review on TDCIs and their use in teaching / learning, in addition to a selective bibliographic survey on the importance of the teaching professional in inserting active methodologies in his pedagogical planning. and assign didactic value to them. To carry out the research the approach was qualitative / quantitative, survey with data collection through the questionnaire applied through Google forms and the analysis of the teaching plans used by the teacher during the period in question. And finally, the interpretative analysis of the data, from the discussion with the sources and bibliographic references. The work in question pointed out the difficulties faced by the teacher in relation to the functionalities of the technological instruments, limiting the pedagogical practice and the precarious access to the internet by the students, preventing the effective learning of the contents.