TCC - Licenciatura em História (Sede)
URI permanente para esta coleçãohttps://arandu.ufrpe.br/handle/123456789/460
Navegar
Item Caiu na Olimpíada de História e agora uso nas minhas aulas!: os debates envolvendo as questões de gênero na ONHB (2015-2017)(2021-03-04) Vieira, Maria Eduarda; Andrade, Juliana Alves de; http://lattes.cnpq.br/9273063697259288; http://lattes.cnpq.br/4838349970389030Knowing the importance of the act of evaluating in the school routine and the challenges imposed by the process, this article seeks to reflect on the impact of the National Olympics in Brazilian History (ONHB) in the way the field of History Teaching thinks about the evaluation of learning. Through a brief historiographic panorama on the meanings of teaching and learning history, and by analyzing the evaluation process at ONHB, we problematized gender issues in the tests. In view of the growing numbers of gender-based violence in the country and the negative repercussions on the cultural practices of children and adolescents, it was intended to observe how gender issues are mobilized in the Olympics. To this end, we selected some questions that were asked in the tests of the first, second and third phases, from the 2015 to 2017 editions, in addition to the bibliographical survey about the evaluation of learning, the Olympics and gender studies. In a preliminary way, we can affirm from this study, that the ONHB allows / the teacher / the expansion of the way of thinking the evaluation and progression of historical knowledge and the students the exercise of thinking historically about gender issues of the present time.Item O currículo de história no 9º do ensino fundamental e a prática do olhar interseccional(2023-09-20) Germano, Alyce Joyce Dias; Andrade, Juliana Alves de; http://lattes.cnpq.br/9273063697259288; http://lattes.cnpq.br/7936682472913931This article aims to analyze how the National Common Curricular Base (BNCC) and the Pernambuco Curriculum enable the history curriculum to take on an intersectional character. Therefore, from the content analysis, it was observed how the themes/verbs linked to the categories class, race and gender were addressed in the objects of knowledge and skills proposed by the two documents. Therefore, distinctions and similarities were observed, in the proposals of both, in relation to the articulation of historical content. Furthermore, after the analysis proposed by the article, a higher rate of use and articulation of these categories by the Pernambuco Curriculum was indicated.Item Da escola para a vida: como o ensino de História contribui no enfrentamento das desigualdades sociais(2020-10-21) Santos, Danielly de França; Andrade, Juliana Alves de; http://lattes.cnpq.br/9273063697259288; http://lattes.cnpq.br/5792085381186542El ensayo presentado aquí busca esclarecer las preguntas sobre la enseñanza de la historia, sus prácticas y su función ante la sociedad. Basándonos en el análisis de la oficina del historiador, proponemos una reflexión sobre cómo los profesores de la zona deben actuar ante las demandas sociales que cambian o permanecen ante las discrepancias derivadas de la estratificación de la sociedad. Los paradigmas enumerados en la investigación en cuestión se basaron en acontecimientos teóricos, bajo el ensayo de estudiosos de los campos de la historia, la educación y las ciencias sociales, y prácticos, con la observación de la vida cotidiana de una institución pública de referencia en la escuela secundaria en las afueras de la zona recifense norte. Fue al unir los aspectos de ambos campos que llegamos a la conclusión de que para que las consecuencias de las desigualdades sociales sean superadas es necesario que los jóvenes hayan despertado un pensamiento crítico que les haga darse cuenta de su lugar en la sociedad a la que pertenecen, y así desarrollar sus impulsos de lucha a favor de sus derechos básicos, transformándolos así en ciudadanos activos , con conciencia de clase y propiedad en las causas y movimientos que los rodean. Con el establecimiento de estas acciones tendremos la consolidación de la función de la disciplina escolar de la historia y la búsqueda de la igualdad social.Item 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/7746329437428824Item 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/6577805049941234The 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.Item O lugar da história das mulheres nos itens das Ciências Humanas e suas tecnologias no ENEM (2016-2018)(2021-12-14) Martins, Stéphane de Souza; Andrade, Juliana Alves de; http://lattes.cnpq.br/9273063697259288; http://lattes.cnpq.br/5867289847610043This text deals with the analysis of the social place of women in the items of History in the area of Human Sciences and its Technologies in the National Secondary School Examination (known as ENEM) between the years 2016 to 2018. The referrals are given from the production of an evaluation context at the national level through the Admission Exams, or the so-called Vestibular Tests, permeating the foundation of ENEM and placing it in issues of social importance, such as the disparity of women participating in the test. Furthermore, the text is part of a complaint of the historiographical silencing of women in the active participation of ENEM's History, items and Reference Matrix. The documents used in the analyzes consisted of the tests of the first application of the mentioned years, the Reference Matrix and the synopses given by the Instituto Nacional de Estudos e Pesquisas Educacionais Anísio Teixeira (INEP).Item Mais uma competência? O lugar da atitude historiadora na Base Nacional Comum Curricular (BNCC)(2023-09-20) Souza, João Lucas dos Santos; Andrade, Juliana Alves de; http://lattes.cnpq.br/2616563452996011; http://lattes.cnpq.br/2616563452996011The present work aims to investigate how the National Common Curricular Base (BNCC) deals throughout the document with the concept of historian attitude. Our intention is to show the epistemological foundations that surround the term and situations in the curriculum in which this action is mobilized. To this end, methodologically we used Bardin's (2011) Content Analysis strategy, and, as it is an unknown term in school culture, the research proposed to survey academic and school historiographical production to find out how the concept historian attitude appear in publications developed between 2013 and 2023; then, after this search for the expression historian attitude, the movement was one of comparison, seeking to identify existing relationships between the historiographical definition and the school/curricular definition in the National Common Curricular Base (BNCC). The work was anchored in the reflections of “teaching and learning in History” by Circe Bittencourt (2008), in the “analysis and history of concepts” by Reinhart Koselleck (1992), and in the concept of “competence” presented by Philippe Perrenoud (2000) and Thomas Durand (2000). The results of the research show us that it is the intention of the BNCC to simplify the meaning of attitudes – designated as identity, behaviors and will to do –, as referring only to the action of putting the skills developed into practice, and to favor a technical reading of its contents.Item Mulheres fantásticas no contexto neomedieval: uma análise sobre a representação do feminino na série Cursed - lenda do lago(2022-06-01) Aquino, Allana Carolyne Silva de; Andrade, Juliana Alves de; http://lattes.cnpq.br/9273063697259288The series have the potential to contribute to the historical formation of subjects outside the school space. They are audiovisual productions that, through representations of a past, explore cultural and social experiences of children, young people and the elderly. That said, this work aims to analyze the representations of the feminine made by the 2020 series "Cursed - the legend of the lake", produced and distributed by the streaming service Netflix. To this end, we use Content Analysis according to Laurence Bardin (2011) to understand the concepts of series, neomedievalism, medievalism and genre described, respectively, by Arlindo Machado (1999), Nadia Altschul and Lukas Grzybowski (2020) and Joan Scott ( 1991). The result of this analysis allows us to observe the expansion of the debate on the representation of the feminine in different historical contexts.Item A progressão do conhecimento histórico no livro didático: o caso da aprendizagem da história africana na obra "História, Sociedade e Cidadania"(2023-09-20) Leitão, Yasmin Christine Coutinho de Sá; Andrade, Juliana Alves de; http://lattes.cnpq.br/9273063697259288; http://lattes.cnpq.br/5774549955948393This article aims to present indicator data on the progression of learning in the Teaching of African History in the review activities of the textbook of the 8th year of the collection 'History, Society and Citizenship' (2018), written by Alfredo Boulos Júnior. For this, It was observed from the Content Analysis, how the themes/problems linked to the History of Africa were addressed in the session dedicated to exercises, review activities and evaluation items. Throughout the text, we look at the fundamentals of legal provisions and bibliographical references.Item Qual é o lugar da história local no Ensino Médio? O caso da Escola Francisco de Paula Corrêa de Araújo - Camaragibe/PE(2021-12-15) Fonseca, Kerolayne Gomes da; Andrade, Juliana Alves de; Bandeira, Élcia de Torres; http://lattes.cnpq.br/4669638328828195; http://lattes.cnpq.br/9273063697259288; http://lattes.cnpq.br/4148170431364464The use of local history presents itself as a tool that promotes the debate of historical identity, providing students with an approximation of their realities with the historiographical debate. Thus, this qualitative work aims to investigate the contents of the History of Camaragibe that are discussed during classes, and the pedagogical practices of History teachers who work in High School at Francisco de Paula Corrêa de Araújo School, establishment belonging to the Pernambuco State Education Network, located in the municipality of Camaragibe, Metropolitan Region of Recife. We seek to understand how the teaching of local history in High School offers assistance in the process of recognizing these individuals as historical subjects capable of realizing that history is not finished, but is in permanent construction.Item O que é fundamental para o ensino de História nos anos finais (6º ao 9 º ano)? Reflexões sobre Avaliação de Aprendizagem no cotidiano escolar(2021-12-14) Umbelino, Vívian Barros; Andrade, Juliana Alves de; http://lattes.cnpq.br/9273063697259288; http://lattes.cnpq.br/9064194771192345On the basic educational level, the evaluation of learning stands out as a way of keeping track of the student's accomplishments, with it's results being determinant of the educational success or failure. Taking that in consideration, we have the objective of investigate the process of evaluation of learning in History on schools. We analyze the narrative from teachers that work in middle school (from 6º to 9º grade) in Pernambuco, reflecting about their practices throught the method of Oral History, and relating the narratives with the most used evaluation instruments. We are aligned to the post-critic perspective of evaluation of learning, in which one observes the authoritary and assimetrical relationship estabilished with knowledge on schools, that is, evaluates the relationship power/knowledge (FOUCAULT, 1998) in the process of validating knowledge.