Mestrados e Doutorados https://repositorio.uema.br/jspui/handle/123456789/1919 2026-05-19T13:59:16Z 2026-05-19T13:59:16Z https://repositorio.uema.br/jspui/handle/123456789/6145 2026-05-15T18:59:29Z 2025-06-20T00:00:00Z

Título: Nas fronteiras do ensino de história: a delimitação e formação da fronteira franco-brasileira em sala de aula Abstact: This study encompasses and makes connections with two of the fastest growing fields of scientific research today, which are: border studies and History Teaching. These are complex fields of study that have similarities, as both involve research with state political agents and with various historical and social subjects. The border between Brazil (Amapá) and France (French Guiana) – commonly known as the Franco-Brazilian border – was formed historically at the same time as conflicts occurred over its delimitation. Since the times of the great navigations, the region between the Oiapoque and Araguari rivers attracted various subjects whose objectives were to find wealth and exploit it in order to accumulate capital and annex the region to their territorial domains; when it reaches the classroom, this object of knowledge is limited to the delimitation process, whose bias is political, and is not contextualized with the process of formation carried out by the historical/social subjects who used the border strategically for their survival. Thus, the study aims to understand and describe the social relations of historical subjects such as Brazilians, French, gold miners, soldiers, religious people, indigenous people and mocambeiro who contributed to the formation and delimitation of the border between Brazil (Amapá) and France (French Guiana), as well as to produce and present a Didactic Dictionary of History of Amapá that covers the theme for teachers and students of Elementary School – Final Years (6th to 8th grade). The systematic procedures adopted in the study aimed to describe and explain particular data towards a generality. Thus, the method used in the research was inductive. In this sense, Local History stands out as fundamental and as a pedagogical strategy in the construction of critical, reflective and historical thinking and the plurality of knowledge defended by the Laws of Guidelines and Base of Education and the National Common Curricular Base. As a methodology, the study was divided: 1st) bibliographic research; 2nd) documentary survey and analysis; 3) field research, which was divided into two parts, namely: observation of some History professionals in the classroom; and application of a questionnaire with objective and subjective questions; and 4) application of the educational product in a teacher training course and class. The suggested material was produced in such a way that it could include knowledge about various social groups in schools, being a systematic support material for the presentation of Local History during History classes.

2025-06-20T00:00:00Z https://repositorio.uema.br/jspui/handle/123456789/6141 2026-05-14T21:02:35Z 2025-01-01T00:00:00Z

Título: Sessões Educativas com roteiros de orientações pedagógicas Abstact: APAGAR

2025-01-01T00:00:00Z https://repositorio.uema.br/jspui/handle/123456789/6140 2026-05-15T18:37:38Z 2025-06-20T00:00:00Z

Título: Dicionário didático de história do Amapá Descrição: Orientação do Prof. Dr. Marcos Vinicíus de Freitas Reis

2025-06-20T00:00:00Z https://repositorio.uema.br/jspui/handle/123456789/6135 2026-05-13T20:15:12Z 2025-05-01T00:00:00Z

Título: O afro-religioso no museu : aba Educativo do Museu Afro Digital do Maranhão como instrumento para um educação antirracista e humanista Abstact: Based on the assumption that the museum functions as an instrument for anti-racist and humanist education, this thesis reflects on the representations of Afro-religious issues in museums, especially on the spaces and non-spaces dedicated to the theme in official documents, the similarities and differences between education and museums, with elaborations on visits to museum spaces, collections as sources in the classroom and interpretations about presences and absences in these environments. In addition, it discusses the incorporation of new educational technologies in teaching, the museum as a space for preserving collective memory and the relationship of identification, estrangement and belonging to the different institutional narratives, based on the analysis of the collections of the Casa da Fésta and Cafuá das Mercês museums, which are the only two places where Afro-religious religions are safeguarded in Maranhão. To develop this research, the official documents, curricula and collections of museums that deal with Afro-religious issues were used as sources, in dialogue with theorists from different areas of knowledge. As a materialization of the research, the Educational tab was created, linked to the website of the Afro Digital Museum of Maranhão (MAD/MA), containing 5 educational sessions, all accompanied by a script of pedagogical guidelines and a text that introduces the sessions. The topics covered in the sessions are: clothing of the saints, food of saints, symbols of the terreiro, dwellings of enchanted beings, instruments and sacred songs.

2025-05-01T00:00:00Z