TCC - Licenciatura em História (Sede)
URI permanente para esta coleçãohttps://arandu.ufrpe.br/handle/123456789/460
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14 resultados
Resultados da Pesquisa
Item 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/1436277940038969Este 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.Item Fake news e o ensino de História: uma abordagem educomunicativa no combate à desinformação (2016-2022)(2024-09-10) Silva, Robert José da; Silva, Giselda Brito; http://lattes.cnpq.br/2327404253426354; http://lattes.cnpq.br/3278754457412830This historiographical work aims to analyze the "fake news phenomenon" and its correlations with the rise of the Far-Right on the Internet, highlighting the need to examine the role of education, especially in the context of History, in combating disinformation and safeguarding the democratic regime in our society, focusing on the period from 2016 to 2022. In the context of the rise of extremism and scientific denialism, it is necessary to understand how and why historical narratives are being manipulated to influence collective and individual consciences through Cyberspace for political purposes. In light of this, this essay seeks to recommend "Educommunication," from the perspective of Ismar de Oliveira Santos (2011), as a field of knowledge capable of aiding in the fight against the denialist landscape through an approach that reviews teaching practices and implements a new educational praxis based on democratic dialogue, the inclusion of Information and Communication Technologies (ICTs) in schools, and the development of projects that stimulate media and information literacy among students. It is expected that this bibliographic review will contribute to finding solutions for combating historical denialism and revisionism, reclaiming the protagonism of History education in identity formation and citizenship building, and avoiding the advance of neofascism and threats to democracy.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 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 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 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/3108381347616942This 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.Item Uma dupla perspectiva no ensino de História e história indígena: reflexões acerca de uma produção didática indígena e não indígena(2023-04-19) Barros, Paloma Fernanda Silva; Luna, Suely Cristina Albuquerque de; http://lattes.cnpq.br/4941715690112297; http://lattes.cnpq.br/9965995102025161Esta monografía presenta un análisis sobre los enfoques y perspectivas de la enseñanza de la Historia y de la Historia Indígena, a ser realizado de forma comparativa entre el libro de texto “História.doc (6º grado)” de autoría de Ronaldo Vainfas (2018), aprobado para el PNLD 2020 y el libro de texto "Historia Indígena" (KAXINAWÁ, J. P. M. et al, 1996) producido por la Comisión Pro Indio de Acre. Se pretende, por lo tanto, identificar a través de la Ley 11.645/2008 los aspectos de importancia de la enseñanza de la Historia y Cultura Indígena en los libros de texto. En consecuencia, se pretende analizar los enfoques historiográficos de los conceptos propuestos y comprender las metodologías de uso de las fuentes históricas en ambas obras. Los libros analizados tienen autores que pertenecen a distintos grupos étnicos y esto se puede observar en los aspectos más generales de los materiales didácticos. A partir de las cuestiones mencionadas, se presentan reflexiones, estudios e interrogantes sobre la dinámica de exposición de contenidos históricos en los libros de texto.Item Patrimônios contando histórias: do Istmo ao Pilar(2022-05-25) Morais, Maria Caroline Silva; Borges, Caroline; Nascimento, Ana Lúcia Oliveira do; http://lattes.cnpq.br/0223016826925051; http://lattes.cnpq.br/5680555123049443; http://lattes.cnpq.br/4593601484688659In this Final Undergraduate Thesis, we built a heritage education guide based on the activities of the Núcleo de Ensino e Pesquisa Arqueológica da Universidade Federal Rural de Pernambuco, with its archaeological work in Comunidade do Pilar, Recife-PE, where were found materials of great relevance to the history of the city and the country. We seek to elaborate a support material for teachers to help them build a reflective, critical and autonomous teaching, meeting the demands of public education policies represented by the Common National Curricular Base (BNCC). To this end, we conducted a study on the History of Education in Brazil, delimiting as a starting point the 1988 Constitution until the elaboration of the National Base, aiming to identify the goals and norms elaborated for education in Brazil. Then, we studied the possibilities of producing a didactic product from the material found in the archeological project developed in Pilar. Thus, considering the importance of History Teaching for the formation of critical citizens and social memory, uniting research and education, we designed a guide that opens space for dissemination and dialogue of the studies developed, but without dismissing the guidelines and norms of education.Item 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/0764563686719860This 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.Item “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/7150343786113452This 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.