https://tedebc.ufma.br/jspui/handle/tede/4379 Sun, 30 Aug 2026 21:01:22 GMT 2026-08-30T21:01:22Z https://tedebc.ufma.br/jspui/handle/tede/7193 Título: Contribuições para o ensino de história e cultura africana e afro-brasileira e indigena a partir da proposta comum curricular do município de Caxias Maranhão Autor: BOMFIM, Terezinha de Jesus Coimbra Lopes Primeiro orientador: SANTOS, Maria José dos Abstract: This dissertation, titled “Contributions to the Teaching of African, Afro-Brazilian, and Indigenous History and Culture Based on the Common Curriculum Proposal of the Municipality of Caxias, Maranhão” is linked to the Professional Master's Program in History Teaching (ProfHistória) at the Federal University of Maranhão (UFMA). Its central object is the analysis of the Common Curricular Proposal (PCC) of the municipality of Caxias, Maranhão, approved in 2019, regarding the implementation of Laws No. 10,639/2003 and No. 11,645/2008, which make the teaching of Afro- Brazilian, African and Indigenous history and culture mandatory in basic education.The research departs from the finding that, although Brazil has a robust legal framework for promoting antiracist education, the implementation of these policies in everyday school life still faces structural, pedagogical and formative barriers. In this context, the municipality of Caxias, located in eastern Maranhão and marked by a rich Afro- Indigenous historical heritage, presents itself as a privileged field of investigation. The research is qualitative in nature, with an exploratory and descriptive approach, combining documentary and field research. As a data collection instrument, a digital questionnaire was applied to 23 History teachers from the final years of Elementary School in the municipal network.Data analysis was based on Content Analysis according to Laurence Bardin (2011), which identified thematic categories related to teachers' knowledge of the PCC, pedagogical practices and formative demands. The results show that, although the Caxias Curricular Proposal formally acknowledges the importance of ethnic-racial relations and Afro-Indigenous themes, its implementation is characterized by punctual and commemorative approaches, low content systematization, absence of consistent methodological guidelines and insufficient continuing education for teachers. A significant asymmetry is also observed: Law No. 10,639/2003 receives relatively more consolidated treatment, while Law No. 11,645/2008, regarding indigenous peoples, remains largely unexplored. As an educational product resulting from the research, a continuing education proposal was developed entitled "Identities in the Classroom: Ethnic-Racial Relations, Afro- Indigenous History and Local Knowledge," structured in six face-to-face meetings totaling 24 hours of training, grounded in decolonial and antiracist theoretical perspectives and articulated with the local history of the municipality.The research draws on theoretical references such as Jörn Rüsen, Paul Ricoeur, Nilma Lino Gomes, Kabengele Munanga, Catherine Walsh, bell hooks, Paulo Freire, António Nóvoa and Maurice Tardif, among others, articulating history, education and decoloniality. The results contribute to the debate on the democratization of school curricula and the construction of a truly antiracist, plural and socially just school. Instituição: Universidade Federal do Maranhão Tipo do documento: Dissertação Tue, 07 Jul 2026 00:00:00 GMT https://tedebc.ufma.br/jspui/handle/tede/7193 2026-07-07T00:00:00Z https://tedebc.ufma.br/jspui/handle/tede/7165 Título: A ancestralidade vai à mesa: as comidas de terreiros ensinando história e cultura afro-brasileira por meio dos pratos Autor: MARTINS , Gilmary Façanha Primeiro orientador: SILVA, Acildo Leite da Abstract: The teaching of History in Brazil constitutes a vast and multifaceted field, characterized by a series of methodological and conceptual perspectives that have made it possible not only to narrate past events, but also to establish dynamic connections between different historical periods, expanding possibilities for understanding historical processes within a broader and more integrated spectrum. This plurality of perspectives in the teaching of History has opened paths to incorporate voices from diverse ethnic, cultural, social, and political groups, as well as multiple narratives that have confronted unilateral and Eurocentric views of history, promoting a nuanced understanding of the complexities of both the Brazilian past and other historical landscapes of the Western world. This dissertation is configured as a path in this universe of the plurality of other ways of doing and teaching, addressing the relationship between the cuisine of Afro-Brazilian traditions and the teaching of History. Emphasizing how the foods of terreiros (Afro-Brazilian religious spaces) serve as a strategy for cultural mediation and history teaching from the perspective of Africanities, in the valorization of Afro-Brazilian cultural identity, Black resistance, and the African diaspora. Through the history of food, analysis of recipes and ingredients and their significance in the rituals of religions of African origin, a pedagogical approach is proposed that incorporates cuisine as a pretext for teaching, and as a method of implementation of Law 10.639/03 (Brazil, 2003), in order to present the cultural richness of Afro-diasporic cuisine, highlighting Black people as agents of the historical and cultural process of Brazil, as well as emphasizing its relevance for the formation of an anti-racist education. Instituição: Universidade Federal do Maranhão Tipo do documento: Dissertação Fri, 29 May 2026 00:00:00 GMT https://tedebc.ufma.br/jspui/handle/tede/7165 2026-05-29T00:00:00Z https://tedebc.ufma.br/jspui/handle/tede/7049 Título: Ensino de história e podcast: reflexões sobre a era Vargas e as leis trabalhistas Autor: CONCEIÇÃO, Antoniano Azevedo da Primeiro orientador: VERDE, Ana Paula dos Santos Reinaldo Abstract: This paper presents a pedagogical experience developed with 9th-grade elementary school students from a municipal school in São José de Ribamar, Maranhão, focused on the production of an educational podcast based on the study of Labor Laws during the Vargas Era. The historical content served as the basis for the creation of the pedagogical product, articulating theory and practice in the teaching of History. Through theoretical lessons and the exploration of concepts related to Labor Laws, students began to understand the teaching of History beyond the memorization of content and traditional approaches to the subject. Situated within the field of History Didactics, the experience fostered the development of historical consciousness in the students, leading them to recognize themselves as historical subjects and participants in social processes. This research adopts a qualitative approach, based on the case study method, and used student work and classroom observations as data collection instruments. The results show that the podcast, as a pedagogical product, proved to be an innovative and effective methodology for the development of History Didactics, enabling students to develop their own interpretations of the historical contexts studied and to express significant evidence of historical consciousness in their productions. Instituição: Universidade Federal do Maranhão Tipo do documento: Dissertação Thu, 05 Mar 2026 00:00:00 GMT https://tedebc.ufma.br/jspui/handle/tede/7049 2026-03-05T00:00:00Z https://tedebc.ufma.br/jspui/handle/tede/6971 Título: A balaiada nas trilhas da educação: a relevância do ensino da Balaiada para o fortalecimento da identidade histórica dos estudantes da rede escolar em Nina Rodrigues – MA Autor: SANTOS, Jorge Everton da Trindade Fournier dos Primeiro orientador: MOTA, Antonia da Silva Abstract: This dissertation analyzes the relevance of teaching about the Balaiada rebellion to strengthening the historical and cultural identity of students in the school system in the municipality of Nina Rodrigues – MA. Starting from the perspective of local history as a pedagogical strategy, the study seeks to understand how teaching about this historical movement can contribute to the construction of historical consciousness and the appreciation of the collective memory of the territory. The research is based on theoretical debates on history teaching, local history, heritage education, and public history, engaging with authors who discuss the role of memory, cultural heritage, and participatory pedagogical practices in the formation of critical subjects. Methodologically, the work adopted a qualitative approach, developed from the elaboration and application of the pedagogical workshop entitled "The Balaiada on the paths of education in Nina Rodrigues – MA", carried out with students from the Centro Educa Mais Major Érico Gomes Braga school. The pedagogical proposal integrated different teaching strategies, such as dialogic classes, a visit to the Recanto dos Balaios Museum, the production of posters and educational materials, and the creation and presentation of a theatrical piece about the Balaiada, written and performed by the students themselves. The results indicate that the articulation between local history, heritage education, and participatory pedagogical practices contributes to making the teaching of History more meaningful and contextualized, favoring student protagonism and the recognition of students as historical subjects. Furthermore, the experience highlighted the potential of dialogue between school, community, and spaces of memory in the construction of historical knowledge and the strengthening of local cultural identity. It is concluded that the teaching of the Balaiada, when approached from the perspective of the territory and community memories, constitutes an important instrument for civic education and the valorization of popular struggles in the history of Maranhão. As an educational product resulting from this research, a pedagogical guide was developed and is presented in the appendix. It brings together teaching guidelines, proposed activities, and methodological strategies focused on teaching local history, with the aim of supporting teaching practice and promoting more contextualized, critical, and participatory approaches in history education. Instituição: Universidade Federal do Maranhão Tipo do documento: Dissertação Tue, 30 Jun 2026 00:00:00 GMT https://tedebc.ufma.br/jspui/handle/tede/6971 2026-06-30T00:00:00Z