Submitted by Automa??o e Estat?stica (sst@bczm.ufrn.br) on 2017-11-22T21:05:22Z No. of bitstreams: 1 AnaPaulaMendesRodriguesCavalcanti_TESE.pdf: 10228811 bytes, checksum: ea65f9000f28a5c89f13f1e2cec7ce93 (MD5) / Approved for entry into archive by Arlan Eloi Leite Silva (eloihistoriador@yahoo.com.br) on 2017-11-24T19:37:14Z (GMT) No. of bitstreams: 1 AnaPaulaMendesRodriguesCavalcanti_TESE.pdf: 10228811 bytes, checksum: ea65f9000f28a5c89f13f1e2cec7ce93 (MD5) / Made available in DSpace on 2017-11-24T19:37:14Z (GMT). No. of bitstreams: 1 AnaPaulaMendesRodriguesCavalcanti_TESE.pdf: 10228811 bytes, checksum: ea65f9000f28a5c89f13f1e2cec7ce93 (MD5) Previous issue date: 2016-12-15 / A pr?tica educativa parte de um conjunto de atividades realizadas que se transformam, muitas vezes, numa aprendizagem deixada para as pessoas n?o sendo, necessariamente, realizada no cotidiano da sala de aula. Assim, o presente trabalho tem como objeto de pesquisa a escritora sousense Julieta Pordeus Gadelha e como objetivo trazer a hist?ria e mem?ria de sua pr?tica educativa atrav?s de todo o legado cultural que deixou para o munic?pio de Sousa - Para?ba, tais como os livros, as publica??es na Revista Letras do Sert?o, a confec??o da bandeira e a constru??o do hino do munic?pio, al?m da funda??o do Centro Cultural e Memorial de Sousa Tozinho Gadelha. O recorte temporal por n?s adotado remonta a d?cada de 1950 a 2000, per?odo em que come?a sua trajet?ria de escritora, com cr?nicas que sobre a historiografia, os costumes e o cotidiano do munic?pio de Sousa concluindo com a inaugura??o do Centro Cultural e Memorial de Sousa Tozinho Gadelha, em homenagem a seu pai, no ano 2000. Para a concretude da pesquisa, as fontes tais como fotos, documentos da Escola Normal S?o Jos?, livros diversos, al?m de entrevistas com familiares e colegas da ?poca estudantil, foram necess?rias. Percorremos os caminhos da metodologia atrav?s do referencial te?rico de Peter Burke, baseado na Nova Hist?ria Cultural, no conceito de pr?ticas e representa??o utilizado por Chartier e nas categorias de an?lise g?nero, pr?tica educativa e hist?ria local que tomamos como base em diversos autores como Morais, Almeida, Scott, Lib?neo, Julia, Bittencourt, Sousa, entre outros. Para al?m de uma conclus?o, posto que ainda temos muito o que explorar, consideramos que Julieta Gadelha ? uma mulher de v?rias facetas se destacando entre estas, a normalista, a escritora, a religiosa, a historiadora, a compositora e a artista no munic?pio de Sousa, Sert?o da Para?ba pelas v?rias contribui??es para a hist?ria daquele lugar atrav?s de publica??es de obras como cr?nicas e livros, a constru??o do hino, o desenho da bandeira e a organiza??o de um museu. Por isso, trazer para este trabalho, a mem?ria e hist?ria de sua pr?tica educativa, se torna importante para que o legado cultural deixado n?o caia na hist?ria dos silenciados pela hist?ria, nem no esquecimento para os sousenses. / The educational practice is part of a set of activities that become, often, a learning left for people not necessarily being carried out in the classroom everyday. Thus, the present work has the object of research the writer Sousa Julieta Pordeus Gadelha and aim to bring the history and memory of its educational practice through all the cultural legacy that left to the municipality of Sousa - Para?ba, such as books, Publications in the Letras do Sert?o Magazine, the construction of the flag and the construction of the anthem of the municipality, as well as the foundation of the Sousa Tozinho Gadelha Cultural and Memorial Center. The time cut by us dates back to the decade from 1950 to 2000, when she began her career as a writer, with chronicles about the historiography, customs and daily life of the municipality of Sousa, concluding with the inauguration of the Cultural Center and Memorial of Sousa Tozinho Gadelha, in homage to his father, in the year 2000. For the concretion of the research, the sources such as photos, documents of the Normal School S?o Jos?, diverse books, besides interviews with relatives and colleagues of the student era, were necessary. We follow the path of methodology through the theoretical reference of Peter Burke, based on the New Cultural History, the concept of practices and representation used by Chartier and the categories of analysis gender, educational practice and local history that we take as basis in several authors such as Morais, Almeida, Scott, Lib?neo, Julia, Bittencourt, Sousa, among others. In addition to a conclusion, since we still have much to explore, we consider that Julieta Gadelha is a woman of several facets standing out among these, the normalist, the writer, the nun, the historian, the composer and the artist in the municipality of Sousa, Sert?o da Para?ba for the various contributions to the history of that place through publications of works such as chronicles and books, the construction of the anthem, the design of the flag and the organization of a museum. Therefore, to bring to this work, the memory and history of its educational practice, becomes important so that the cultural legacy left does not fall into the history of those silenced by history, nor in the forgetfulness for the sousenses.

Submitted by Jorge Silva (jorgelmsilva@ufrrj.br) on 2017-10-24T17:35:56Z No. of bitstreams: 1 2016 - Adolfo Eugenio Ferreira Baptista.pdf: 2496352 bytes, checksum: cc61c912f54de52fd73468330b32c184 (MD5) / Made available in DSpace on 2017-10-24T17:36:56Z (GMT). No. of bitstreams: 1 2016 - Adolfo Eugenio Ferreira Baptista.pdf: 2496352 bytes, checksum: cc61c912f54de52fd73468330b32c184 (MD5) Previous issue date: 2016-10-04 / This dissertation aims to analyze the impact that the study of local history has on the identity construction of the students of the Youth and Adult Education (YAE), present two forms of activity and Course Diary of the Professor, materials that compose the History Box of the city of Nova Igua?u. The focus of it research is aimed to identify the causes of the crisis of history teaching in the universe researched and to what extent the use of teaching materials that break with the traditional model of historical learning, based on memorization, can help to overcome them. It also aims to present the class as a historiographical operation which can be used to break away a teaching model based on memorization and reproduction by performing historical workshops where students can use of typical methods of historical research and teacher guidance may know and appreciate the local history where they live and from that movement, ressignificate their identities. / Esta disserta??o tem como objetivo analisar o impacto que o estudo da Hist?ria local tem sobre a constru??o identit?ria dos alunos da Educa??o de Jovens e Adultos (EJA) e apresentar duas fichas de atividade e o Di?rio de Percurso do Professor, materiais que integrar?o a Caixa de Hist?ria da cidade de Nova Igua?u. O foco de sua investiga??o est? voltado para identificar as causas da crise do ensino de Hist?ria no universo pesquisado e em qual medida o uso de materiais pedag?gicos que rompam com o modelo tradicional de aprendizagem hist?rica, baseado na memoriza??o, pode contribuir para sua supera??o. Tem tamb?m como objetivo apresentar a aula como uma opera??o historiogr?fica na qual ? poss?vel romper com um modelo de ensino baseado na memoriza??o e reprodu??o atrav?s da realiza??o de oficinas hist?ricas, nas quais os alunos, a partir do uso de metodologias t?picas da pesquisa hist?rica e da orienta??o do professor, poder?o conhecer e valorizar a Hist?ria do local no qual vivem e, a partir desse movimento ressignificarem suas identidades.

Submitted by Jorge Silva (jorgelmsilva@ufrrj.br) on 2017-10-24T18:20:46Z No. of bitstreams: 1 2016 - Andr? Luiz Correa da Silva Pereira.pdf: 910053 bytes, checksum: 3f8480a44c55122a78f79b17ebb76945 (MD5) / Made available in DSpace on 2017-10-24T18:20:46Z (GMT). No. of bitstreams: 1 2016 - Andr? Luiz Correa da Silva Pereira.pdf: 910053 bytes, checksum: 3f8480a44c55122a78f79b17ebb76945 (MD5) Previous issue date: 2016-09-27 / The research has investigated possible uses of Local History in the construction of a historical knowledge in students of the sixth year of elementary school, by the reconnaissance of temporality learning. The main objective is focused on the relationship between the study of the local and temporality, questioned as a closer space to the reality of the student, and the notions of time associated with social dynamics present in the contents taught in this school phase. The underlying hypothesis that pervades all the work, from its theoretical approach to the propositions of practical use, concerns the narrow correspondence between the domain of notions of time and history education. The research initially delimited questionings at the developing of concepts about Local History present in historiography, face the challenges of interpreting multiple formulations about the meaning of the passage of time. In a second stage, to better understand the interactions between the previous knowledge of the students about the history of their city and the ideas developed about the action of time in human life, the survey included the planning and running of a Teaching Unit with two groups of sixth year. This study used diversified teaching strategies, but complementary, including some practices inspired by school ethnography, case studies and activities in the form of classroom-workshop, carried out at the beginning of the school year. Thus, it was possible to point and analyze the impressions of the students about the proposed themes, the knowledge level about the contents and the ideas related to the several time arrangements mobilized by them. In its final part, the research points to possible uses for the teaching of Local History, also including some propositions for the teachers of fifth year. This propositional dimension encompasses all the work described in this paper, since that it is preferentially directed to teachers of the sixth year that will perform a similar work, taking as a reference the reflections of this research, in all its theoretical and practical steps. / A pesquisa investigou usos poss?veis da Hist?ria Local na constru??o de conhecimento hist?rico em alunos do sexto ano do Ensino Fundamental, a partir da verifica??o de aprendizado sobre temporalidade. O objetivo principal se concentrou na rela??o entre o estudo do local, problematizado como espa?o mais pr?ximo da realidade do aluno, e as no??es de tempo associadas ?s din?micas sociais presentes nos conte?dos ensinados nesta fase de escolaridade. A hip?tese subjacente que permeia todo o trabalho, desde sua abordagem te?rica at? as proposi??es de utiliza??o pr?tica, diz respeito ? estreita correspond?ncia entre dom?nio das no??es de tempo e ensino de hist?ria. A pesquisa inicialmente delimitou questionamentos na elabora??o de conceitos sobre Hist?ria Local presentes na historiografia, face aos desafios de interpretar as m?ltiplas formula??es sobre o significado da passagem do tempo. Em um segundo momento, visando compreender melhor as intera??es entre o conhecimento pr?vio dos alunos sobre a hist?ria da sua cidade e as ideias desenvolvidas acerca da a??o do tempo sobre a vida humana, a pesquisa incluiu o planejamento e execu??o de uma Unidade de Ensino com duas turmas de sexto ano. Este trabalho utilizou estrat?gias did?ticas diversificadas, por?m complementares, incluindo algumas pr?ticas inspiradas em etnografia escolar, estudo de caso e atividades em forma de aula-oficina, levadas a efeito no in?cio do ano letivo. Desta forma, foi poss?vel evidenciar e analisar as impress?es dos alunos acerca dos temas propostos, o n?vel de conhecimento sobre os conte?dos e as ideias referentes ?s v?rias modalidades temporais mobilizadas por eles. Na sua parte final, a pesquisa aponta poss?veis usos para o ensino de Hist?ria Local, incluindo tamb?m algumas proposi??es para professores de quinto ano. Esta dimens?o propositiva engloba todo o trabalho descrito nesta disserta??o, uma vez que a mesma est? direcionada preferencialmente ao professor de sexto ano que poder? realizar um trabalho similar, tomando como refer?ncia as reflex?es desta pesquisa, em todas as suas etapas te?ricas e pr?ticas.

Made available in DSpace on 2014-12-17T14:36:43Z (GMT). No. of bitstreams: 1 JoseEF.pdf: 870746 bytes, checksum: 70f8089c95676b9d0001c69c68e086e8 (MD5) Previous issue date: 2006-07-21 / This Researchis about history education and is directed toward the understanding of teacher practices in schools of the basic education in Cear?-Mirim, a city located in the state of Rio Grande do Norte. Its purpose is to understand the approaching forms of local history in 5? to 8? grade classrooms in the light of the recent innovations in the fields of the historiografy and education. The study was done with a view of investigating local history is being taught by teachers, as well as reflecting on the necessary conditions to the accomplishment of a teaching whose know how to make possible to break, on the one hand, with the limits of the narrow `local view`, and, on the other hand, with the globalized view, negating the local particularitities and especifications. Such questions had emerged as the understanding of what local history contents can constitute in a significant component in the production of school historical knowledge in 5? to 8? grade classrooms. History education is analyzed, considering the depositions of three teachers of Cear?-Mirim in reagard to its historiography conceptions and history as a school subject. This inquiry is of a qualitative nature and had as a main strategy of data construction from the interviews with the teachers. The analysis indicates the permanence of teacher practices who, even though presenting innovations, bring an implicit value hierarchy where the place or thematic places are not contemplated in the school contents or appear overwhelmed by general history and the Brazilian history, configuring itself as a hierarchical relation to problematic historical ones. Thus the necessity of having historical school knowledge, that considers the local especifications, without, however, ignoring the articulations with other spatial dimensions / Pesquisa sobre o ensino de hist?ria voltada para a compreens?o da pr?tica docente em escolas do ensino fundamental do munic?pio de Cear?-Mirim, localizado no estado do Rio Grande do Norte. Tem como prop?sito entender as formas de abordagem da hist?ria local em turmas de 5? a 8? s?ries ? luz das recentes inova??es nos campos da historiografia e do ensino. O estudo foi conduzido tendo em vista investigar como a hist?ria local vem sendo ensinada pelos professores, bem como refletir sobre as condi??es necess?rias ? concretiza??o de um ensino cujo saber-fazer possibilite romper, por um lado, com os limites do estreito localismo, e, por outro, com a vis?o globalizante e negadora das particularidades e das especificidades do local. Tais quest?es emergiram da compreens?o de que os conte?dos da hist?ria local podem se constituir em componente significativo na produ??o do conhecimento hist?rico escolar em turmas de 5a a 8a s?ries. Analisa-se o ensino de hist?ria, considerando os depoimentos de tr?s professores de Cear?-Mirim no que diz respeito ?s suas concep??es de historiografia e de hist?ria enquanto disciplina escolar. A investiga??o ? de natureza qualitativa e teve como principal estrat?gia de constru??o dos dados as entrevistas com os professores. A an?lise indica a perman?ncia de pr?ticas docentes que, embora apresentando inova??es, trazem impl?cita uma hierarquia valorativa em que as tem?ticas locais ou n?o s?o contempladas nos conte?dos escolares ou aparecem subjugadas ? hist?ria geral e ? hist?ria do Brasil, configurando-se uma rela??o hier?rquica das problem?ticas hist?ricas. Ressalta-se, assim, a necessidade de um saber hist?rico escolar que considere as especificidades do local sem, no entanto, desconsiderar as articula??es com outras dimens?es espaciais