https://repositorio.uema.br/jspui/handle/123456789/1887 Wed, 20 May 2026 22:39:06 GMT 2026-05-20T22:39:06Z http://repositorio.uema.br:80/retrieve/fb034d04-9a1f-4fa7-8b7b-0113326a5f3c/CECEN UEMA.png https://repositorio.uema.br/jspui/handle/123456789/1887 https://repositorio.uema.br/jspui/handle/123456789/6148 Título: História e cinema: experiências metodológicas no curso de licenciatura plena em história (Teresina/Piauí) Abstact: The following text will be based on the line of research (Languages and Construction of Historical Knowledge) where we will seek to analyze a proposal where the relationship between cinema and History enables an expansion and conquest of knowledge for our students, thus allowing a relationship between historiographical knowledge, and active methodologies through a media language such as cinema, to meet the competencies exposed by the BNCC. To give this language (cinema) a broader debate on the possibility of constructing historical knowledge; Believing that the audiovisual narrative will allow the expansion of the debates of historical concepts, as well as interdisciplinarity beyond the classroom, Cinema enters as a mechanism of analysis expanding the possible elements addressed by it, going to the understanding of this "point of view", for the analysis of cultural, historical, scientific and popular matrices. For this, we will have as points of structure and basis of analysis three state schools, which were the schools Colégio Estadual Zacaria de Góis, Colégio Estadual Dirceu Arco Verde and Colégio Estadual Didácio Araújo. These schools will analyze the Pedagogical Practices, Methodology of History Teaching and Supervised Internships, a project of insertion of undergraduates in the basic education of the History course in their condition of curricular internship, thus allowing a direct relationship between the school and the teacher training of the degree course. The research will present a pedagogical product in the format of a Ebook of films that are related to three thematic axes Violence, Diversity and Human Rights, these axes are contemplated in the analysis of four cinematographic works and each work contemplated with 4 proposals of Active Methodologies for its use in the classroom, the intention is to allow a range of options in the use of these works in the classroom and interconnect the Two things, that is, transversal themes as an axis and the use of films in the classroom with active methodologies. Wed, 01 Jan 2025 00:00:00 GMT https://repositorio.uema.br/jspui/handle/123456789/6148 2025-01-01T00:00:00Z https://repositorio.uema.br/jspui/handle/123456789/6145 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. Fri, 20 Jun 2025 00:00:00 GMT https://repositorio.uema.br/jspui/handle/123456789/6145 2025-06-20T00:00:00Z https://repositorio.uema.br/jspui/handle/123456789/6141 Título: Sessões Educativas com roteiros de orientações pedagógicas Abstact: APAGAR Wed, 01 Jan 2025 00:00:00 GMT https://repositorio.uema.br/jspui/handle/123456789/6141 2025-01-01T00:00:00Z https://repositorio.uema.br/jspui/handle/123456789/6140 Título: Dicionário didático de história do Amapá Descrição: Orientação do Prof. Dr. Marcos Vinicíus de Freitas Reis Fri, 20 Jun 2025 00:00:00 GMT https://repositorio.uema.br/jspui/handle/123456789/6140 2025-06-20T00:00:00Z