https://repositorio.ufu.br/handle/123456789/34936 Fri, 17 Jul 2026 19:54:31 GMT 2026-07-17T19:54:31Z 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. Wed, 25 Jun 2025 00:00:00 GMT https://repositorio.ufu.br/handle/123456789/48857 2025-06-25T00:00:00Z 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. Tue, 28 Apr 2026 00:00:00 GMT https://repositorio.ufu.br/handle/123456789/48782 2026-04-28T00:00:00Z https://repositorio.ufu.br/handle/123456789/47940 Title: Filmes como recursos didáticos na abordagem da história de crianças e adolescentes Abstract: The aim of this work is to analyze and propose alternative methodologies for teaching history, using films as teaching resources to deal with the experience of children and adolescents in different historical contexts. The contents of history textbooks obscure the participation of children and adolescents in the historical process, contributing to the social construction of a memory that excludes them as subjects. In this way, it becomes essential to problematize with students the existence and experience of these subjects in history. For Canadian historian Robert Rosenstone, films, like books, tell stories in ways that allow the viewer to interpret and re-signify the filmic images. Considering the importance of audiovisuals for the construction of sensibilities and intelligibilities in contemporary times, this research selected some films from which didactic proposals were prepared for high school students in Brazilian public schools, with the aim of expanding the possibilities of seeing and problematizing narratives and different experiences lived by children and adolescents throughout history. This selection is based on their potential to critically challenge the didactic historiography of schools, taking into account both the historical contexts to which they refer and the plot of the narratives. The product of this research is a Support Material for teachers to mobilize films in the classroom that deal with the history of children and adolescents for secondary schools, theoretically and methodologically oriented by the reflections of the German philosopher Walter Benjamin, who emphasizes the potential of cinema to promote deviant perceptions, provoking the boiling of other sensitivities and re-significations of lived experiences. In addition, considering the articulation between school and non-school spaces in the historical engendering of sensitivities, in the wake of Brazilian historian Maria Carolina Bovério Galzerani, the Material is aligned with the production of historical-educational knowledge in the classroom from a critical perspective and sensitive to the experiences of the subjects, capable of mobilizing sensitivities about the understanding of the role of children and adolescents in the present and in the past, with a view to a future open to possibilities more committed to the rights of these subjects. Wed, 01 Oct 2025 00:00:00 GMT https://repositorio.ufu.br/handle/123456789/47940 2025-10-01T00:00:00Z https://repositorio.ufu.br/handle/123456789/47608 Title: Ensino de História e Jogos de Tabuleiro Antigos: possibilidades metodológicas Abstract: This dissertation aims to theoretically identify one of the many possibilities for teachers' teaching and learning practices regarding the use of board games, presenting the practice of ancient games in History classes. Some of the issues that will be raised here relate to expanding the possibilities for approaching the use of games in the field of Human Sciences and their Technologies, through research that uses descriptive and deductive methodology, fundamentally based on a literature review and reflective investigation of teachers' practical experience regarding the possibilities of teaching History through Ancient Board Games. One of the objectives is to correctly identify one of the possible pre-procedures for motivating and engaging high school students in the process of constructing their historical knowledge and perception of cultural alterities. Thus, the outcome of this research investigation is to propose a methodology for the use of ancient board games as possible documents for understanding peoples and societies in Antiquity. The topic of ancient board games and History Teaching may point to directions not yet addressed in research, offering an alternative to playful practices, countering the current trend toward game design and gamification, and introducing a more dynamic work option for teachers and students who wish to use games and learn History through the material culture already produced by ancient societies. The purpose of this work is to begin investigating how to reframe the use of games in the classroom, without requiring a complex didactic purpose in History, reflecting primarily on breaking down the barrier that separates the use of games in everyday spaces from the use of educational games, limited to the school, emphasizing the importance of student and educator leadership in proposing work with ancient artifacts. Tue, 26 Aug 2025 00:00:00 GMT https://repositorio.ufu.br/handle/123456789/47608 2025-08-26T00:00:00Z