https://repositorio.ufu.br/handle/123456789/5169 2026-07-17T21:11:02Z https://repositorio.ufu.br/handle/123456789/48857 Title: Ensino de história da África e cultura afro-brasileira: a lei 10.639 e a construção de novas representações Abstract: In Brazil, coloniality imposed an erasure or silencing of enslaved groups. Thus, the place of Afro-Brazilians in the historical narrative about Republican Brazil is constituted as the object of research. The objective is to discuss to what extent the historiographical production, related to the republican period in Brazil, promoted black protagonism, especially in the production of material aimed at basic education, aiming at an anti-racist education. This research is justified by examining the didactic approaches constructed and the purposes attributed to the activities proposed in History textbooks about the republican period in the construction of the social place of black people in Brazil. The evaluations will be developed from an exploratory perspective of a qualitative nature through the analysis of the content of the textbook, documentary analysis that deals with the teaching of History and bibliographical review. The theoretical references intend to outline reflections on issues related to memory and teaching of History, the identity constructed in the school space, historical consciousness and representation. This dissertation has as an educational product a didactic sequence that suggests to teachers how to include black experiences in the content selected by textbooks; present the History of Africa and Afro-Brazilians from the decolonial reference and activities that promote debate, understanding and mechanisms to combat racism. 2025-06-25T00:00:00Z https://repositorio.ufu.br/handle/123456789/48836 Title: Fascismo histórico e capitalismo monopolista: um estudo do caso italiano Abstract: This monograph analyzes the rise of Italian fascism from the perspective of the Marxist tradition, understanding it as a direct political response to the organic crisis of capitalism in its monopolistic phase. The objective is to investigate the structural determinations that shaped the fascist state as an instrument for the reorganization and safeguarding of bourgeois domination in the face of the collapse of the liberal model. The research is grounded in the classical Marxist theoretical framework in order to first map the exhaustion of liberalism in Italy, a process historically marked by the “passive revolution” and the exclusionary mechanism of “transformism.” It then examines the anatomy of the fascist regime, characterized as a “preventive counterrevolution” and interpreted through the concept of Bonapartism, a critical moment in which the bourgeoisie relinquishes direct political power in an attempt to preserve its economic supremacy. The study concludes that fascism functioned as a violent technology of crisis management, aimed at destroying the autonomous organizations of the working class and forcibly imposing corporatism. It becomes evident that a reactionary mass dictatorship is not an anomaly but rather a possibility inherent to capitalist modernity when democratic-liberal hegemony and consensus dissolve. 2026-03-17T00:00:00Z https://repositorio.ufu.br/handle/123456789/48782 Title: O pensamento feminista negro em sala de aula: subjetividade e autoestima por meio de livros infantojuvenis Abstract: This dissertation investigates the potential of children's and young adult books written by Black women as a didactic resource for teaching anti-racist history in basic education. It begins with the problem of the impacts of racism on the construction of identity and self-esteem among Black students, aiming to analyze how illustrated books can be protected by history teaching to question negative social representations and promote positive identities. The study highlights the relevance of these narratives for pedagogical practices approved under the mandatory teaching of Afro-Brazilian history and culture established by Law No. 10.639/2003. The works Meu crespo é de rainha (2018), by bell hooks, Da cor que eu sou (2021), by Andressa Reis, and Betina (2009), by Nilma Lino Gomes, were specifically highlighted as productions linked to the advancement of the Black feminist movement and anti-racist education. This research articulates a bibliographic review of authors such as Eliane Cavalleiro, Nilma Lino Gomes, Barbara Carine, Conceição Evaristo, Patricia Hill Collins, and bell hooks, whose contributions underpin the analysis of literary works, establishing a dialogue with the Didactics of History based on Jörn Rüsen. The results indicate that narratives centered on Black protagonism broaden identification, favor positive representations, and mobilize personal experiences in historical learning. As an educational product, a children's book was developed to be illustrated and finalized by the students. It is concluded that the articulation between storytelling and history teaching constitutes a relevant pedagogical strategy to strengthen identities and contribute to educational practices committed to overcoming racism. 2026-04-28T00:00:00Z https://repositorio.ufu.br/handle/123456789/48714 Title: Uberlândia e sua herança indígena e negra: memória e voz dos silenciados pelo esquecimento público Abstract: This dissertation proposes a new perspective on the official history of the city of Uberlândia, valuing and highlighting the subjects historically marginalized by it: indigenous people and the Afro-descendant population. The writing is based on research about the original peoples of the region known as Sertão da Farinha Podre, the Kaiapó ethnic group of the south, and the contributions of Afro-descendants to the formation of the working class of Uberlândia, as well as their cultural contributions. It is a study of local history, problematizing the perspective created by local elites on the formation of the city, which is based on records and chronicles of memoirists. The objective is to improve the teaching practices of history for 6th-grade students by researching the indigenous and Black contributions to the construction of Uberlândia, and to reduce existing gaps in the 6th-grade educational curriculum in order to deconstruct possible public omissions planned by conservative groups in the city. Alongside the research, the aim is to propose, as a final product, a didactic sequence that uses playful didactic activities related to the theme, such as the study of images, postcards, and photographs depicting the past and present, original artistic productions (drawings), and representations of children's imagination about the history of the city of Uberlândia and its tangible and intangible cultural heritage. The result of this dissertation and final product will be a didactic sequence that helps teachers work with their students on the history of the city from this new perspective. 2026-02-26T00:00:00Z