http://repositorio.ufc.br/handle/riufc/70161 Thu, 18 Jun 2026 13:18:22 GMT 2026-06-18T13:18:22Z http://repositorio.ufc.br/handle/riufc/86800 Título: A Constituição de 1988 no ensino de história: direitos dos povos indígenas e a tese do marco temporal Autor(es): Ximenes, Francisco Fábio Abstract: The reflections contained in this research are part of the research line “Historical Knowledge in the School Environment” and belong to a set of concerns aimed at expanding the scope of compliance with Law 11.645/08, through the study, investigation, and understanding of the rights of indigenous peoples as established in the Federal Constitution, with the thesis of the “temporal framework” serving as a tuning point. Thus, the sharing of the content of this work aims, while considering the cognitive, affective, and psychomotor capacities of students, to review and contextualize the work of the national Constituent Assembly, as well as to revisit and furter contextualize the participation of indigenous peoples. It also seeks, to review, contextualize, relate, and question the attacks on and disrespect for the constitutional rights of indigenous peoples guaranteed by the 1988 Federal Constitution. In this sense, the methodology adopted was that of basic research, with a qualitative approach and procedures involving bibliographic and documentary review. To this end, the 1988 Federal Constitution itself was used, along with research in journals from the years 1987 and 1988, the study of articles, investigations in documentaries, and the reading of books by authors such as Circe Bittencourt, Boris Fausto, Ailton Krenak, Daniel Munduruku, Maria Auxiliadora Schmidt, Jaime Pinsky, Camila Loureiro Dias, Artionka Capiberibe, Paulo Miceli, Manuela Carneiro da Cunha, Jorge Ferreira, Lucas Pedretti, Lillian Moritz Schwarcz, among others. These contributions significantly supported the scope proposed by the research in addressing a sensitive topic that is still little discussed in the school environment. In this way, considering the competencies of historical thinking itself, the work is structured into three chapters that seek to encompass the reflections arising from the studies and actions carried out, within the presented conditions and proposed objective. It was observed and concluded that there was significant engagement from the student body in the process of sharing the research. This engagement enabled the internalization of historical learning capable of fostering a substantial historical awareness, based on the actions carried out within the school environment. Tipo: Dissertação Thu, 01 Jan 2026 00:00:00 GMT http://repositorio.ufc.br/handle/riufc/86800 2026-01-01T00:00:00Z http://repositorio.ufc.br/handle/riufc/86715 Título: Rastros de sol e luz: jogo de tabuleiro como ferramenta para o ensino de uma história de Fortaleza nos anos finais do ensino fundamental Autor(es): Freitas, Bruno dos Anjos Abstract: This dissertation aims to present a board game as a tool for teaching the local history of the city of Fortaleza during the period known as the Belle Époque. This work stems from deficiencies identified among our students regarding their knowledge of the city's history, which we sought to reduce through the use of a playful tool. Therefore, we questioned the possibility of a board game serving as a viable tool for constructing knowledge about the history of Fortaleza during the aforementioned period. Implemented in a public school within the municipal education system located in the outskirts of Fortaleza, Ceará, the experience involved the participation of students from the 8th and 9th grades of elementary education, aged between 13 and 14 years. In order to achieve the proposed objectives, we adopted the concept of game based on the authors Johan Huizinga (2007) and Roger Caillois (1990), as well as the concept of playfulness based on Kishimoto (1993) and Luckesi (2022). This was followed by a documentary analysis of the national curriculum (PCNs and BNCC) and the municipal curriculum (DCRFor) with regard to the theme of Local History and how it can serve as an important source for transforming History classes. Subsequently, regarding the game, we reported the entire methodological process of creating and applying the material in the classroom, describing the challenges, difficulties, and benefits identified through the use of this didactic tool. After the experience, the participating students underwent an evaluative process through Google Forms to verify learning related to the theme and the tool, assisting in the improvement of the game. Tipo: Dissertação Thu, 01 Jan 2026 00:00:00 GMT http://repositorio.ufc.br/handle/riufc/86715 2026-01-01T00:00:00Z http://repositorio.ufc.br/handle/riufc/83400 Título: Disciplinas eletivas e saberes docentes: desafios e possibilidades para o Ensino de História Autor(es): Moreira, Ingrid Oliveira Abstract: This dissertation analyzes the Elective Curricular Units (ECU), focusing on how they are being developed and what role they play in History teaching within the framework of the New High School Reform in Brazil. The study aims to examine the proposal of electives as a curricular component of the reform, investigate their implications for History education, and discuss how teachers’ professional knowledge becomes a pedagogical reference in the selection of content and teaching strategies. In addition, this study aims to develop an educational product focused on the teaching of History in elective disciplines, designed to address the demands identified among teachers and to provide didactic support for the planning and implementation of these curricular units. The research was carried out through documental analysis of the elective course catalogs published by the Ceará State Department of Education (SEDUC) and through a structured questionnaire applied to forty public school teachers, thirty-one of whom were licensed in History. The findings reveal structural limitations of the curricular policy, such as the imbalance in workload between electives and subjects of the General Basic Education (GBE) and the fragility of support materials. On the other hand, the results also highlight creative practices that reframe electives as spaces for critical learning, especially when linked to History teaching. As a practical outcome, the dissertation presents an e-book entitled “Formation of the Brazilian People: proposals and resources for teaching in elective disciplines”, organized into twenty lessons. The material was designed as a didactic resource, responding to teachers’ expressed demand for greater support in planning and implementing activities. Thus, this research contributes not only to the academic debate but also to strengthening pedagogical practice in History education. Tipo: Dissertação Wed, 01 Jan 2025 00:00:00 GMT http://repositorio.ufc.br/handle/riufc/83400 2025-01-01T00:00:00Z http://repositorio.ufc.br/handle/riufc/83320 Título: "Professora, qual a minha cor?": caminhos para a construção e positivação da identidade negra dos jovens da EEM Alice Moreira de Oliveira em Caucaia - CE Autor(es): Oliveira, Michelle Juliane Ferreira Abstract: This study aims to investigate the paths for the construction and affirmation of Black identity among the students of Alice Moreira de Oliveira High School, located in the community of Sítios Novos, in Caucaia–CE. The research is based on the understanding that the school, as a space for socialization and knowledge production, can both reproduce historical silences and inequalities and play a central role in valuing afro-brazilian history and culture. To achieve the proposed objectives, a qualitative approach was adopted, including document analysis, the application of questionnaires with students, and the development of a didactic sequence, a proposed educational product of this work, aimed at valuing Black identity. The theoretical dialogue was built on authors such as Bell Hooks, Kabengele Munanga, Nilma Lino Gomes, and Beatriz Nascimento, who understand education as a practice of emancipation, freedom, and strengthening historically marginalized identities. The results indicate that pedagogical practices incorporating Law 10.639/2003 and the National Curriculum Guidelines for the Education of Ethnic-Racial Relations enable meaningful learning and contribute to strengthening students’ racial and historical awareness. It was also found that recognizing african and afro-brazilian roots within the school space promotes identity reshaping, self-esteem enhancement, and the empowerment of black youth. Therefore, it is concluded that the implementation of critical and emancipatory educational practices, grounded in a commitment to diversity and racial equity, is essential to transform the school into a territory of resistance, belonging, and affirmation of black identity. Tipo: Dissertação Wed, 01 Jan 2025 00:00:00 GMT http://repositorio.ufc.br/handle/riufc/83320 2025-01-01T00:00:00Z