http://repositorio.ufc.br/handle/riufc/70161 Wed, 05 Aug 2026 22:56:23 GMT 2026-08-05T22:56:23Z http://repositorio.ufc.br/handle/riufc/87410 Título: Ensino de história com tiras do Capitão Rapadura na EEMTI Padre Marcelino Champagnat Autor(es): Wilson, Luis Abstract: This dissertation investigates the use of comic books in history education, drawing parallels between graphic sequential art and Klaus Bergmann and Jorn Rüsen’s Didactics of History. The main objective of this study is to foster historical consciousness among high school students using comic strips featuring the character Capitão Rapadura, created by the Ceará-based artist Mino, and to develop an educational product based on the same theme. Our research is qualitative and was conducted through bibliographic, documentary, and field study, the latter wich consists of classroom experiences with four classes at the Padre Marcelino Champanat Full-Time State High School over two semesters in the elective course “Comics and Humanities.” The product developed from this work is a teaching aid designed for teachers interested in working with the character, comic strips, history instruction or any combination between those. The elective course was conducted in three parts: visual literacy alongside the introduction of the character, the selection of themes relevant to the students’ daily lives, and the creation of comic strips in which the pupils appropriated the character of Capitão Rapadura. The evaluation of the activities carried out throughout the elective course, and especially the final activity, revealed that most students developed their historical awareness toward more complex forms, including critical and genetic approaches. The project contributes to the revival of local art, broadens the academic debate and materializes the historical learning in the framework of Didactics of History. Tipo: Dissertação Thu, 01 Jan 2026 00:00:00 GMT http://repositorio.ufc.br/handle/riufc/87410 2026-01-01T00:00:00Z http://repositorio.ufc.br/handle/riufc/87212 Título: Tecnologias emergentes aplicadas ao ensino de história: (re)descobrindo o Theatro José de Alencar através de visitas virtuais Autor(es): Sousa, Cleisylene Menezes Abstract: This research stems from an investigation into emerging technologies and their relationship to history teaching, motivated by the following research question: how can digital tools contribute to historical knowledge? How can the digitization of heritage and archives problematize historical learning? To answer this question, our main objective is to study how interactive virtual tours can aid in understanding the past and developing historical thinking, taking into account the daily challenges of balancing the use of technology with the study of historical science, so that evidence, narrative, and interpretation are not reduced to mere entertainment. Considering the educational context, this work begins with a bibliographical analysis of legislation aimed at implementing digital education as a subjective right. Following this, we will conduct a theoretical analysis of the discourses used by certain dominant classes for the implementation and use of technologies in the classroom. We will also analyze the use of the digitization of heritage sites as a space for preserving dominant colonial memory and the representation of symbolic power from the perspective of Pierre Bourdieu (2005) and Manuel Castells (2003) in relation to the phenomenon of the internet and the network society. Observing the use of digital platforms as a pedagogical tool associated with the digitization of heritage sites for learning historical concepts also allows us to engage with concepts of heritage education from Átila Tolentino (2019) and Carmem Gil (2020). Therefore, this work utilizes the digitization of the José de Alencar Theater, carried out by the Documenta platform, aiming to adopt an approach of interpretation and meaning-making regarding the cultural heritage of Fortaleza, with the purpose of assisting in the learning of concepts necessary for understanding History. To achieve this objective, workshop-style classes will be conducted in a primary school within the Fortaleza municipal network, using the aforementioned platform which allows for observation of the heritage and immersion in the studied space. The research product will consist of lesson plans following the steps of the workshop-style class designed by Isabel Barca and will be intended for history teachers for use in primary school classes. The material aims to facilitate the understanding of historical concepts and the reinterpretation of Fortaleza's cultural heritage. Tipo: Dissertação Thu, 01 Jan 2026 00:00:00 GMT http://repositorio.ufc.br/handle/riufc/87212 2026-01-01T00:00:00Z http://repositorio.ufc.br/handle/riufc/87165 Título: Educação das relações raciais e cultura visual: uma proposta de ensino de história do pós-abolição no Ceará Autor(es): Costa, Karcélia Fava Santos Abstract: This study investigates the representation of Black populations in the process of the abolition of slavery in Ceará, problematizing their historical invisibilization and the protagonism attributed to white elites. Based on the contradiction between the myth of the “non-existence of Black people” and the celebration of Ceará’s pioneering role in abolition, the research seeks to highlight the resistance and organization of Black communities that marked this process. The theoretical framework is grounded in Law 10.639/2003 and the National Curriculum Guidelines for the Education of Ethnic-Racial Relations, understanding education as a privileged space for combating structural racism and for valuing Afro-Brazilian history and culture. The methodology consists of analyzing images (paintings, photographs, and monuments) that portray abolition in Ceará, with emphasis on the works Abolição dos Escravos (Raimundo Cela, 1938), Fortaleza Liberta (José Irineu de Souza, 1883), records of the Sociedade Cearense Libertadora (1880), and monuments in Redenção, the first city in Brazil to abolish slavery. As a counterpoint, the study compares these representations with paintings produced by Black artists who offer a new perspective on Black Brazilian populations, emphasizing joy, protagonism, beauty, and a positive historical construction of Black identity, based on the work of the Ceará-born artist Blecaute and the São Paulo artist Mariana Sguilla. These visual sources are explored as pedagogical tools in workshops conducted with high school students, promoting reflection on concepts such as whiteness, structural racism, historical erasure, and Black resistance. The research aims to contribute to the development of an anti-racist teaching practice that strengthens the identity of Black students and fosters, among all students, a critical understanding of abolition, overcoming Eurocentric and stigmatizing perspectives. Tipo: Dissertação Thu, 01 Jan 2026 00:00:00 GMT http://repositorio.ufc.br/handle/riufc/87165 2026-01-01T00:00:00Z http://repositorio.ufc.br/handle/riufc/87159 Título: Questões de gênero na escola: possibilidades e exercícios na Rede Municipal de Ensino de Fortaleza a partir do conhecimento histórico Autor(es): Mesquita, Lydia Naara Sousa de Abstract: This research seeks to analyze how gender issues are being addressed in History education and how History teachers in the Fortaleza municipal public school system can use discussions on this topic in their classes. To this end, it first seeks to understand the trajectory of gender as an analytical category in academic debates and, subsequently, in education. Based on investigations into the presence of gender issues in educational legislation and curricula, it aims to understand how this theme can contribute to the construction of historical consciousness, student protagonism, and liberating and democratic teaching practices. The study also intends to analyze how Fortaleza's education system addresses this theme in its educational policies and what expectations and challenges are present in practice. To better understand teaching practices in Fortaleza, qualitative research was conducted to understand how gender issues appear in History classes. Finally, as a way to strengthen the teaching of History and gender issues, we will analyze activities involving the History discipline and the gender debate, as well as the "Elas por Elas" project, which also addresses these issues. The final product consists of a teaching sequence, inspired by the "Elas por Elas" project, which offers suggestions for activities encompassing History and gender discussions. Tipo: Dissertação Thu, 01 Jan 2026 00:00:00 GMT http://repositorio.ufc.br/handle/riufc/87159 2026-01-01T00:00:00Z