https://repositorio.uema.br/jspui/handle/123456789/4656 Fri, 21 Aug 2026 02:56:46 GMT 2026-08-21T02:56:46Z https://repositorio.uema.br/jspui/handle/123456789/6433 Título: A problemática da temporalidade, espacialidade e da narrativa no ensino de história antiga: história global, um mecanismo de desconstrução eurocêntrica Abstact: The established and named Ancient History was established as a historiographical period that brings the beginning or formation of a range of issues, such as the construction of problems, the emergence of objects of study and, above all, the cradle of certain characteristics that are linked in some way to a civilization. The methodology applied during modernity and the contemporary age established discourses that led antiquity to be known as a temporality of nations, nations that were read as filters for today and in a singular way as if they were units and historical narratives were constructed of ancient civilizations that were the beginning of everything, the great contributors to the history of the world as if nothing happened in parallel to them. And the way to deconstruct these problems is to think about the integration of communities around the globe. In this sense, this work aims to understand Global History as a mechanism for breaking with the perspective of Eurocentrism. Furthermore, we discu ssed the contribution of this instrument in History classes, focusing on Roman antiquity classes and how this would contribute to understanding content that is often seen as distant from the students' reality. Wed, 01 Jan 2025 00:00:00 GMT https://repositorio.uema.br/jspui/handle/123456789/6433 2025-01-01T00:00:00Z https://repositorio.uema.br/jspui/handle/123456789/6164 Título: Eurocentrismo e o ensino de história das Américas : intervenções curriculares decolonais Abstact: Esta tesis se centra en los estudios de educación en las Américas y Brasil, buscando comprender las causas fundamentales de la insuficiencia o inadecuación de estos contenidos en la Educación Básica. Los análisis de los contenidos curriculares de la Enseñanza Secundaria II se basan en los estudios aprobados por el PNLD de 2018 y 2021, la Base Curricular Nacional Común y el Documento Curricular del Territorio de Maranhão. En respuesta a la confirmación del eurocentrismo en los currículos escolares, el objetivo es desarrollar un producto educativo para la formación y el desarrollo de profesores de historia en Maranhão. El objetivo del material es demostrar la viabilidad de los contenidos escolares formales en los que Brasil aparece conectado con las Américas y Maranhão. El marco teórico utilizado fue el pensamiento decolonial, y la afiliación de este trabajo no admite una aplicación teórica sin una crítica de su propia teoría. La metodología utilizada para desarrollar el producto fue la historia comparada, pues se entiende que este mecanismo historiográfico puede contribuir significativamente al avance educativo de la enseñanza de la historia de las Américas en los currículos brasileños. Wed, 27 Aug 2025 00:00:00 GMT https://repositorio.uema.br/jspui/handle/123456789/6164 2025-08-27T00:00:00Z https://repositorio.uema.br/jspui/handle/123456789/6161 Título: Museu Virtual do Futebol piauiense (MFP): ensino de história, patrimônio esportivo e musealização do futebol (1960 – 1980) Abstact: This thesis has as its central axis the relationship between Piauí football, sports heritage, and the teaching of History, articulated through a process of musealization of football in a virtual environment with pedagogical purposes. As an educational product of the research, the Virtual Museum of Piauí Football (MFP) was developed, conceived as a space for historical mediation and the promotion of local sports memory. The temporal scope analyzed covers decades marked by profound social transformations in Brazil, during the period of the civil-military dictatorship. In this context, football established itself as one of the sports most promoted by the regime, being mobilized both as an instrument of symbolic projection of national identity, associated with the idea of Brazil as the 'country of football,' and as an element of social integration and control in a scenario of restricted rights. In the state of Piauí, football also fits into the modernization and visibility policies implemented by the government of Alberto Silva during the studied period. The construction of the MFP was based on different sets of documents, especially journalistic, iconographic, and sports legislation sources produced in Teresina. Notably, in this collection, are the sports chronicles published in the newspaper O Dia between 1964 and 1975 and in Jornal do Piauí between 1971 and 1973. These sources supported the development of the exhibitions and educational trails of the virtual museum, organized into three rooms and four exhibitions, as well as in the development of pedagogical workshops applied to high school classes of a full-time school located in the eastern zone of Teresina (PI). Throughout the work, the aim is to analyze the interfaces between History teaching and the history of Piauí football, based on the identification and problematization of local sports heritage. In this sense, the research highlights the pedagogical potential of the musealization of football as a strategy for teaching History and for appreciation. Wed, 01 Jan 2025 00:00:00 GMT https://repositorio.uema.br/jspui/handle/123456789/6161 2025-01-01T00:00:00Z https://repositorio.uema.br/jspui/handle/123456789/6158 Título: Dicionário histórico-biográfico do Maranhão contemporâneo: uma ferramenta para o ensino de História na educação básica Abstact: The History Teaching has been the subject of a series of debates that range from the mediation between academic knowledge and school knowledge to the use of sources in the classroom. Furthermore, there has been constant reflection on the methodologies to be used in order to promote significant learning on different topics in school education. On the other hand, in the legal-political sphere, History has been one of the fields of knowledge that is synonymous with struggle and resistance to the commodification of knowledge and the inflexible character of content from the elaboration and implementation of the National Common Curricular Base and other guidelines that have been implemented, especially since the 1990s. In this scenario, teaching about Local History is continually losing ground, being allocated at the diversified axis of the Base. Thus, based on this diagnosis, the main objective was to develop a Historical- Biographical Dictionary of Contemporary Maranhão (DHBMC). The development process involved, firstly, the analysis of the Curricular Component – History, both in the National Common Curricular Base (BNCC) and in local curricula – the Curricular Document of the Maranhão Territory and the Curricular Proposal for Early Childhood Education and Elementary Education of the Municipal Public School System of São Luís. The second stage of the development of the DHBMC was the historiographical discussion about Contemporary Maranhão, based on the categories of personalism and the relationship between what was crystallized as “local” and “national” in these works. The objective of the historiographical analysis was, in addition to undertaking a historiographical balance, to support the development of the entries based on the concept of didactic mediation. Finally, a survey was carried out of the themes and subjects that most frequently appeared in the didatic materials on the History of Maranhão in the contemporary period. The central hypothesis defended here is based on the interpretation that the distinction between the local/regional and the national unfolds, in the case of Maranhão, in the hierarchy of the contents taught in the classroom, that is, the perspective of centrality of the contents about and/or produced in the center-south of the country, considered as “national”, still subsists in the Teaching of History. Such an interpretation ends up promoting the distance between the historical contents and the reality experienced by the students, negatively impacting the learning process, since issues present in the daily lives of Maranhão students lose space in the face of the so-called “national contents”. In order to operationalize this hypothesis, Gramsci's elaborations on education are used as the central theoreticalmethodological axis, as well as Historical-Critical Pedagogy, based on the writings of Dermeval Saviani, in order to support the secondary hypothesis of the counter-hegemonic perspective of the educational product produced, since its structure does not align with the traditional formatting of dictionaries by presenting a hypothesis in each entry, characterizing it as a reference material simply, but as a tool that mobilizes debates in the classroom for the Teaching of Local History in connection with what has crystallized as national. Thu, 01 May 2025 00:00:00 GMT https://repositorio.uema.br/jspui/handle/123456789/6158 2025-05-01T00:00:00Z