http://repositorio.ufc.br/handle/riufc/70161 2026-04-05T22:11:21Z 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 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 2025-01-01T00:00:00Z http://repositorio.ufc.br/handle/riufc/82145 Título: O terreiro, a cidade e a escola: encruzilhando saberes para o ensino de história Autor(es): Alves, Maria Disnei Souza Abstract: This dissertation aims to examine, through its analytical corpus, the interrelations between the city of Sobral, the Umbanda terreiro (Umbanda house of worship), and basic education. Grounded in the framework of education for ethnic-racial relations, the study investigates how Afro-religious experiences within urban and school contexts constitute potent pedagogical technologies for the teaching of History. With the objective of contributing to the development of anti-racist educational practices and confronting religious racism within the school environment, the research explores the presence of Umbanda in Sobral, analyzes specific representations of the city, and considers how historical education can be reconfigured through terreiro epistemologies. In doing so, it seeks to center the Umbandist historical subject and their lived experiences as foundational elements for classroom practice.To articulate the field of study with the research objectives, the work engages with key concepts such as Historical Consciousness, Religious Racism, Terreiro, Umbanda, and the Pedagogy of the Crossroads, among others. The theoretical framework is supported by scholars including Maria Auxiliadora Schmidt, Nilma Lino Gomes, Reginaldo Prandi, Pordeus Jr., and Luis Rufino.As a product of this research, a short film was developed as a pedagogical resource for classroom use, grounded in the Pedagogy of the Crossroads. This film underscores the potential of “knowledge from the margins” as a means to foster a counter-colonial educational praxis. Keywords: History teaching; Terreiro; City; School Tipo: Dissertação 2025-01-01T00:00:00Z http://repositorio.ufc.br/handle/riufc/81816 Título: Gil Vicente, um intérprete dos seiscentos lusitanos: uso da literatura como fonte histórica através de autos vicentinos Autor(es): Andrade, Bernardo Lima de Abstract: Our work aims to discuss the possible relationship, in the classroom, between history teaching, historical literacy and historical awareness, based on a literary text. We will use two plays by Gil Vicente (1465-1536) to problematize historical concepts such as time, power relations and the emergence of the Lusitanian State – Auto da Alma and Auto da Lusitânia. Through a didactic sequence and reading workshop, we will have as a final proposal a textual production by students with the objective of rereading the respective plays, as a way of better understanding the historical process mentioned. Based on the concepts of representation and religiosity, we will analyze the main characteristics of Vicentina's work, especially in its third phase (1518-1534) to understand the representation of Portuguese society in the 16th century through its typical characters, such as: the Church, the Bourgeoisie and the Nobility. Understand how Gil Vicente's satirical poetry, through irony, questioned clergy, nobles, and the bourgeoisie, and sought to nourish the Portuguese conquering spirit and medieval values with humanist traits and a deeply religious spirit. Vicente is one of the most important influences on Portuguese literature over the centuries, both inside and outside Portugal. His worldview contrasts modern Portugal with theological values based on Saint Augustine. It is important to understand his work as a historical source, especially in the areas of History and Literature, Social History, and History Teaching. Tipo: Dissertação 2025-01-01T00:00:00Z