DSpace Coleção:https://repositorio.uema.br/jspui/handle/123456789/46532026-05-07T13:59:16Z2026-05-07T13:59:16ZA história e cultura afro-brasileira no Ensino de História em Santa Helenahttps://repositorio.uema.br/jspui/handle/123456789/60712026-04-30T12:44:38Z2026-09-05T00:00:00ZTítulo: A história e cultura afro-brasileira no Ensino de História em Santa Helena
Abstact: History as an important field of teaching and research has the mission of improving the
knowledge that occurs over time and that dimension society to think about the facts of the
past in order to enlighten people's minds in the present. Education is a path that we believe is
capable of breaking with certain attributes considered taboo by societies, so it is important to
make the school a place of dialogue and motivator of knowledge. This dissertation is a
yearning in the face of the changes we want to make in our society and the directions we want
to take when we are willing to talk about such significant issues for our lives. Thus, this
research consists of an exploratory analysis and documents and books that talk about the
subject studied here. In the first chapter we will talk about the legal framework for the
teaching of Afro-Brazilian History and Culture, where the social identity of black people will
be discussed and, thus, bring some documents that guide the theme of the Teaching of Afro-
Brazilian and African History and Culture. In the second chapter, a description of the city of
Santa Helena will be made with a historical-cultural focus, bringing the geographical
characteristics, foundation process, population, religion, education and Afro-Brazilian and
African presence in the municipality. The intention of the third chapter is to analyze the
History textbook used by the Santa Helena school system, and to build an analysis of the
History contents in the student's 7th year book and in the teacher's manual, as well as to talk
about the importance of local history.2026-09-05T00:00:00ZO (des)conhecimento dos professores de história acerca dos alunos com TDAHhttps://repositorio.uema.br/jspui/handle/123456789/59292026-03-09T18:06:13Z2025-01-01T00:00:00ZTítulo: O (des)conhecimento dos professores de história acerca dos alunos com TDAH
Abstact: This paper addresses the challenges faced by teachers in teaching History in their daily practice
with students with ADHD. The central problem of the research concerns knowing how the
undergraduate training in History has prepared teachers to work with students with ADHD.
What is the role of this training in teaching practice? The time frame of the research begins in
2024, when the steps of my teaching experience revealed the harsh reality of teachers and
students with ADHD, and ends in the same year. Because this is a very dense subject, a smaller
time frame was necessary, aiming at greater attention to detail. The objective of the research
was to analyze how history teachers are qualifying or are being qualified to teach students with
ADHD. Regarding the methodology, this is a qualitative research that dialogues with the
bibliography concerning the theme for a theoretical, but also contextualized and critical
reflection, enabling the collection and analysis of data concerning other realities, in addition to
the city of São Luís. The results presented point to some aspects: 1) the importance of training
as a basic element for an inclusive teaching practice; 2) students with attention deficit
hyperactivity disorder are a more common reality than one might imagine; 3) the difficulty of
teachers in identifying and dealing with the problem, at the same time as the lack of continuing
education; 3) the lack of knowledge about Law No. 13,146/2015, which regulates the right to
inclusion of people with disabilities at all levels of education; 4) the lack of preparation of
schools, teachers and families in the face of this reality.2025-01-01T00:00:00ZO ensino de História local nos processos de (re)nomeação de ruas da cidade de Brejo - MA: memória, cultura e identidadehttps://repositorio.uema.br/jspui/handle/123456789/58982026-02-24T14:22:19Z2025-03-28T00:00:00ZTítulo: O ensino de História local nos processos de (re)nomeação de ruas da cidade de Brejo - MA: memória, cultura e identidade
Abstact: The study of a specific locality has been indicated as necessary for education, considering the
possibility of offering students an understanding of their surroundings, aiming to perceive the
ever-present past within the social contexts in which they are embedded. This approach can lead
them to comprehend the relationships between historical processes, individuals, and human
groups across different times and spaces. Thus, the present work focuses on the study of Local
History and Memory and the constitution of identity in the processes of naming streets and
public places. Thus, the present work consists of a study on Local History, Memory, and identity
processes, based on the analysis of discourses and naming practices of streets and public spaces.
The research focuses on the city of Brejo, located in the eastern part of the state of Maranhão,
and aims to analyze the practices of naming public spaces—in this case, streets—in order to
understand the interconnections within these processes. The research problem seeks to answer
which factors influence and determine the names of streets and public spaces and how such acts
contribute to the historical and identity memory of the locality. The general objective of this
work is to analyze the processes of (re)naming streets and the construction of local history,
memory, and identity, mainly related to ethnic-racial and gender issues in the constitution of
public space names. To this end, bibliographic research is essential, reflecting on the main
concepts of this study, namely: History Teaching, Local History, Memory, and Identity.
Authors dealing with these concepts will be used, such as Elza Nadai (1993), Circe Bittencourt
(2008, 2018), Fonseca (2003), Le Goff (1990, 2003), Halbwachs (1950), Pierre Nora (1996),
Bourdin (2021), Schmidt (2007), Rusen (2001, 2008), Barros (2013), among others.
Documentary research will also be conducted, including archives from the Legislative Power,
where records and minutes preserve original legislation and debates on the approval or rejection
of laws, such as bills related to street naming. Additionally, this study involves field research,
aiming to collect data through educational project analysis and interviews with public
administrators and history teachers from both public and private schools in the municipality. At
first glance, it can be said that the process of choosing street names goes beyond a simple
determination by municipal political authorities, often reflecting practices of inequality—
especially regarding gender issues. These choices frequently reveal the historical and political
memory of a city, which can generate memory disputes, as decisions behind name designations
do not always reflect the community’s desires, needs, culture, and identity, resulting in the
exclusion of certain social groups. Therefore, the relevance of this work is tied to the importance
of teaching Local History—specifically the History of Brejo—through the names of its streets
in the education of the city's students, particularly regarding their historical and identity
formation.2025-03-28T00:00:00ZImprensa, liberdade de expressão e nação em sala de aula: o brasileiro (1830-1832)https://repositorio.uema.br/jspui/handle/123456789/58922026-02-20T13:17:31Z2025-05-09T00:00:00ZTítulo: Imprensa, liberdade de expressão e nação em sala de aula: o brasileiro (1830-1832)
Abstact: This work is a study focused on the teaching of History, in which we will address the
theoretical/methodological concepts for using newspapers as one of the languages in the
discipline. We will also structure the means to apply the theme of censorship and freedom of
the press in the classroom. During the course of our work, we will use the teaching theories of
Jӧrn Rüsen (historical awareness) and David Paul Ausubel (meaningful learning) to formulate
our didactic proposals. In this way, we will combine these two teaching theories to formulate
the basis that will direct the two educational products resulting from our research. During the
course of our research, we will analyze the conceptual basis for the use of newspapers in the
teaching of History, as well as analyze the way in which the BNCC understands newspapers in
learning. The relevance of this analysis is due to the need to understand the premises that shape
these concepts and their connection with the teaching method that will structure our didactic
proposal. Next, we will understand the conflicts regarding censorship and freedom of the press
that existed in Brazil in the first half of the 19th century, by analyzing the historiography,
documents on press decrees and laws, and the pages of the newspaper O Brasileiro. When
choosing the newspaper O Brasileiro as the basis for research, it is especially important because
it was created in the same year as the main press law in imperial Brazil, which is why relevant
debates about the press law of 1830 are found in its pages. As a result of our analysis, we will
have the production of two educational products. The first product is aimed at teachers, by
putting together instructional materials guiding teachers in creating the best approach to using
newspapers in their classes. The second educational product is aimed at eighth-grade students,
by working on the theme of censorship and freedom of printing and expression in 19th-century
Maranhão. In this way, we will support the teaching of History by providing materials for
teachers and students.2025-05-09T00:00:00Z