Licenciatura em História (UAEADTec)

URI permanente desta comunidadehttps://arandu.ufrpe.br/handle/123456789/2885

Siglas das Coleções:

APP - Artigo Publicado em Periódico
TAE - Trabalho Apresentado em Evento
TCC - Trabalho de Conclusão de Curso

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Destruição e fome na Alemanha após a segunda guerra mundial
(2024-01-05) Eustáquio, José Wemersson; Corrêa, Lucas Mariani; http://lattes.cnpq.br/1710180569222932; http://lattes.cnpq.br/6561951756417490
The subject of the Second World War, without a doubt, is one of the themes that causes curiosity in our contemporary society, the result of which is the vast works portraying this part of history, but from the immediate moment of surrender onwards it leaves something to be desired. The general objective of this academic work is to present the events after the Second World War in Germany in the chronology of time from the date of surrender on May 7, 1945, covering up to the year 1948; with specific objectives of describing the scenario of material destruction; report how hunger was felt by men and women of these survivors, in the search for food and analyze three websites with these themes observing how it was placed on the internet. The justification for this academic work is due to the historiographical “emptiness”. In this academic research, we used the qualitative bibliographic methodology, expanded with the use of other research sources such as three websites and two documentaries. We conclude, based on theoretical evidence, that the ideology of the (thousand-year-old Reich) had its fall, collapsing Nazism in 1945, which was a political project, which did not have final success, resulting in negative implications for the social life of the population, which was in Germany, which brought several material destructions and famine.
A educação historiográfica e a utilização da literatura nas aulas de história : uma possibilidade metodológica
(2024-01-05) Melo, Ianny Carla da Silva; Corrêa, Lucas Mariani; http://lattes.cnpq.br/1710180569222932; http://lattes.cnpq.br/0616111756933544
At first, literature and history may seem opposite, as one seeks the imaginary and the other the real. However, if we analyze in depth, they have something in common, they seek to understand the human experience and that is the point we can explore. When we take literature to a history class, we can bring this analysis of the human experience written in literary books and those real experiences explained by history. The combination of both disciplines can enhance the study of history. In this research, we seek to explore the problematization of the use of literature in teaching history in the search for more comprehensive learning. The objectives are to discuss current history teaching, debate literature as a historiographical source and bring excerpts from literary works that can be used in history classes. Therefore, the present study consists of applied research, of a descriptive nature. The objective is to provide information that can serve as a guide for actions to change reality. In this sense, the results will be presented in qualitative forms, based on information collected from primary and secondary sources, including bibliographic reviews, case studies and field practice. The execution of the research includes, firstly, the collection of secondary data and the literature review. Subsequently, it turns to case studies, aiming at theoretical solidification, and field practice, which seeks to analyze the practical capacity of the research. Finally, understand literature as a source that can be explored by historiography and that has great methodological potential and can be used by teachers in history classes.
O ensino de História e Tecnologias Digitais de Informação e Comunicação (TDIC) nos anos finais do ensino fundamental : uma análise sobre os desafios e as possibilidades
(2024-01-04) Pereira, Joabson Luiz; Corrêa, Lucas Mariani; http://lattes.cnpq.br/1710180569222932; http://lattes.cnpq.br/0126393687241277
This current undergraduate thesis aims to investigate how academia initially sought to understand the impacts of technologies on the teaching of the History curriculum, taking into account the changes and continuities brought about by the period of remote teaching instituted by the context of the COVID-19 pandemic, serving as the historical/temporal landmark. To achieve this, it is necessary to reflect, within a general objective, on ways to enhance pedagogical practices in the use of Digital Information and Communication Technologies (DICTs) in the context of History classes in the final years of Elementary Education, through a bibliographic review published in theses and dissertations. The selected texts throughout the research come from academic sources recognized by the scientific community, as mentioned earlier. Therefore, the research was conducted directly in digital repositories of universities or in digital libraries that organize research in these repositories. For example, when using the UFPE Repository and conducting a search, the repository presents theses and dissertations from other areas of education involving different curriculum components in descending order of relevance. The results from this demand were satisfactory, as there is a concern within academia, especially in graduate and professional master's programs. However, the authors do not place all hope for change and innovation in technological tools but rather in the approaches and methodologies that teachers will use with students, in the role of mediators of historical knowledge. Another challenge seen to be overcome is the infrastructure of schools, as per the TIC Education 2022 research, and the ongoing training of teachers, whether offered by the education system or sought by the teacher, must align with the perspective that the role of the History teacher is even more urgent. Thus, there is a need for the continuity of interdisciplinary studies between Pedagogy and History Teaching, elements that should be combined from the beginning of the teacher's training in this curriculum component.
A linha férrea no município de Gravatá: caminhos para a compreensão através da memória local gravataense
(2024) Sena, Breno Leandro Santana de; Corrêa, Lucas Mariani; http://lattes.cnpq.br/1710180569222932; http://lattes.cnpq.br/8956756157774917
This study analyzes the local imaginary of the railroad in Gravatá and its connections with various memories, establishing a constant link between the past and the present. The sounds of the trains and the movement along the tracks, which for a long time dialogued with the reality of the municipality, witnessed significant changes until the track was decommissioned. These changes, witnessed by the population and disseminated over time, end up creating a local imaginary that is not defined in a single unit. This idea guides this research, which explores the different perspectives for understanding the memory of the railway and how they are contextualized, without being unified, addressing different ways of conceiving it. At the heart of this study is the importance of analyzing these elements, especially in a municipality that has a direct relationship with the railway line.
O uso das tecnologias digitais de informação e comunicação (TDICS) para ensinar história da África e escravidão no Brasil
(2024-01-04) Nascimento, Jefferson José Ramos do; Côrrea, Lucas Mariani; http://lattes.cnpq.br/1710180569222932; http://lattes.cnpq.br/6350726367624805
Technology is a strong educational tool, when used well, it enhances teaching practice, and makes the student the protagonist of learning, the teacher who seeks to use technology in his classes, demonstrates progress and commitment to the new, teaching about Africa and Slavery in Brazil, becomes a challenge that can be overcome with the union between technology and teaching mastery of the content presented. Teaching is a privilege, mastering the subject and technologies is an enabler of teaching and learning in Brazilian education. This work addresses the topic of Africa and slavery in Brazil, as well as the laws that regulate them, based on the assumption that teaching practice involves the teacher having mastery over the topic in question and qualifying to teach a very important topic. Throughout the chapters, the importance of teaching African History in the training of students who will work in regular education is taken into account. The main theme of this work is to address TDICs in the teaching of African History and Culture, pointing out their benefits and challenges. Another important point involves the use of TDICS to teach about the slavery of Africans in Brazil and how this extremely important topic should be approached so that teaching practice can achieve the proposed objectives. Finally, the debate revolves around the use of existing digital resources, such as applications, websites, games, etc., all aimed at education and teaching the History of Africa and Slavery in Brazil. The importance of teachers using these resources to enrich and include their students in classes is debated.