Biblioteca Digital da Universidade Estadual do Maranhão https://repositorio.uema.br/jspui/handle/123456789/1 2026-05-20T21:30:34Z 2026-05-20T21:30:34Z https://repositorio.uema.br/jspui/handle/123456789/6148 2026-05-20T20:09:20Z 2025-01-01T00:00:00Z

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.

2025-01-01T00:00:00Z https://repositorio.uema.br/jspui/handle/123456789/6147 2026-05-19T14:41:06Z 2025-12-15T00:00:00Z

Título: Letramento literário nos anos finais do ensino fundamental: a importância da leitura para o desenvolvimento do pensamento crítico Abstact: Literary literacy has gained prominence as an essential practice in the final years of Elementary Education, especially considering contemporary demands that require readers capable of understanding, interpreting, and critically positioning themselves in relation to diverse social and cultural manifestations. Within this context, it is observed that many students demonstrate lack of motivation and difficulty in attributing meaning to reading, revealing a distance between schoolbased literature and their life experiences. Based on this situation, the presente study analyzed how literary literacy can contribute to the development of critical thinking among students at this stage of schooling. The research, qualitative in nature and bibliographic in character, was grounded in authors such as Soares (2005), Kleiman (2005), Street (2014), Cosson (2006), Freire (1989), and Zilberman (1988), articulating theoretical perspectives with pedagogical practice. For analytical exemplification, the work A Terra dos Meninos Pelados, by Graciliano Ramos, was used as a possibility for promoting critical reading in the classroom. The results indicated that literary literacy, when understood as a social practice and intentionally mediated, enables the development of Reading autonomy, broadens interpretative abilities, and encourages students’ critical positioning. The study also highlighted challenges such as the use of literature solely for evaluative purposes and the absence of dialogic spaces, as well as possibilities for overcoming these issues through meaningful pedagogical practices and teacher mediation. It is concluded that literary literacy constitutes a relevant path for strengthening students’ critical formation and promoting Reading experiences that dialogue with their lived realities, contributing to integral and participatory development within the school context.

2025-12-15T00:00:00Z https://repositorio.uema.br/jspui/handle/123456789/6146 2026-05-15T19:07:24Z 2024-03-19T00:00:00Z

Título: Metodologias ativas aplicadas ao ensino de ciências com estudantes do Ensino Fundamental em Pinheiro – MA Abstact: Historically, the traditional teaching method is the most used in the teaching-learning process. However, this teaching model in which the teacher holds all knowledge and the student passively receives the information does not place the student at the center of the learning process and does not have such positive results. Understanding the relevance of this theme, this study presents results on active methodologies applied to science teaching. It aimed to analyze the contributions of a science teaching proposal based on active methodology as tools to improve teaching and learning of parasitology in a 7th year elementary school class at the Presidente Médici Integrated Unit in Pinheiro-MA. To carry out this qualitative study, field research was carried out at the Presidente Médici school, which was divided into the first week, with the application of a questionnaire to assess prior knowledge and expository and dialogue classes on parasitology; in the second week, application of games, booklets and questionnaire on the methodology used in the classroom. The research demonstrated that the methodologies used were of great relevance in the educational context, making learning more meaningful and, above all, the active participation of students.

2024-03-19T00:00:00Z 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