TCC - Licenciatura em História (Sede)
URI permanente para esta coleçãohttps://arandu.ufrpe.br/handle/123456789/460
Navegar
10 resultados
Resultados da Pesquisa
Item 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/3143685649199466The 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.Item 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/7627972179532609The 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.Item 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/3302145276038718Item 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/1320765509364548Item Nesse livro tem quadrinhos: uma análise do edital e do Guia PNLD 2018 e da coleção Cenas da História(2019-12-17) Silva Júnior, Carlindo José da; Silva, Lucas Victor; http://lattes.cnpq.br/0058476610695399; http://lattes.cnpq.br/5342526045645672The present monographic work analyzes the presence of Comics in two government documents and a collection of textbooks, the Notice and the Guide to the National Textbook Program (PNLD) of 2018 and the Cenas da História collection, focused on high school. Through content analysis are observed first, as the Comic Stories appear in the Notice, how he defends their presence in the proposals of didactic collections. Secondly, the three volumes of the Scenes of History collection are analyzed. Using the student and teacher books, the ways in which they appear and the sequential graphic narratives are used in the teaching of history are described and analyzed in the collection (those belonging to it and comics from other production sites), its activity proposals and the instructions brought to the teacher in the manual dedicated to him. The following categories are used in the approach: use of comic books as an illustration, use of comic books as a historical source, comic books that favor the teaching protagonism and comic books that favor the student protagonism. The last object of analysis is the PNLD Guide 2018, regarding your assessment and suggestions for use didactic collection previously analyzed. At the end of the research, the results are presented and discussed, as well as suggestions made for the improvement of the documents and the didactic material studied.Item 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/6859224429865754This 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.Item Oficinas de Pré-História no museu Louis Jacques Brunet(2019-12-02) Santos, Thaynara de Souza; Pacheco, Ricardo de Aguiar; http://lattes.cnpq.br/1888823708270264; http://lattes.cnpq.br/2043353025849710In a globalized world where the new languages cross the subjects, the museums need to follow the changes in the means of raising the awareness of the communities about their cultural heritage. This monograph is concerned with presenting Prehistory workshops that bring a dinamic learning about historical content, this is a teaching methodology offered by Maria Lourdes Parreira Horta, of Patrimonial Education, which through interactive activities leads students to explore the meanings of prehistoric indigenous ceramics belonging to the Louis Jacques Brunet Museum exhibition, these workshops have their relevance in awakening in the students the critical spirit. This work also intends to carry out a qualitative analysis of didactic results obtained during the workshops. This project worked so that the knowledges continue to be produced and transformed in a critical and collective way through the encounter with the cultural heritage in museums, these heritages are expressions of the culture of the peoples and for that reason deserve to be recognized and preserved.Item O estado do conhecimento da pesquisa sobre a avaliação das aprendizagens no ensino de história em Pernambuco: um estudo introdutório(2019-12-16) Araújo, Gustavo Folena; Silva, Lucas Victor; http://lattes.cnpq.br/0058476610695399; http://lattes.cnpq.br/6735668398414628This article presents an introductory study of the state of knowledge of research on evaluation in the teaching of history in Pernambuco. The research thus allows the perception of theoretical and methodological options, advances and redundancies in the production of knowledge about the object of study. The corpus on which the research focused is composed of theses and dissertations defended between 2008 and 2018 in postgraduate programs in the areas of History and Education linked to public universities located in Pernambuco. Two dissertations were found and categorized which were analyzed in depth, based on the following questions: how is the topic approached? What is the underlying theoretical and methodological conception? Is there coherence between theory and method? What are the conceptions of History Teaching and evaluation that underlie the work? What new aspects are announced? The authors and authoress who influenced us throughout the research were Perrenoud, Zabala, Luckesi, Guba and Lincon; among others. The results demonstrate that the themes are approached by a qualitative research bias, predominantly document analysis, interview and observation; the conception of History Teaching is absent in one of the dissertations and in another the critical perspective predominates; In relation to the conception of evaluation, both defend in their theoretical frameworks the regulatory formative evaluation. Since the dissertations were developed from research in elementary and high school, we recorded the gap in relation to research that investigates the evaluation in higher education and, more specifically, the evaluation in the formation of the history teacher.Item “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/3915527311428728This 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.Item Museu e EJA: uma proposta pedagógica(2019) Albuquerque, Pedro Henrique Ferreira Dutra de; Pacheco, Ricardo de Aguiar; http://lattes.cnpq.br/1888823708270264