https://ri.ufs.br/jspui/handle/riufs/13942 2026-07-07T04:52:42Z 2026-07-07T04:52:42Z Pereira Filho, Cerivaldo https://ri.ufs.br/jspui/handle/riufs/25247 2026-07-06T19:26:51Z 2025-08-29T00:00:00Z

Título: Uma sequência didática para a Revolta Tenentista de Sergipe em 1924 Autor(es): Pereira Filho, Cerivaldo Abstract: The teaching of History in Sergipe still presents significant gaps, especially regarding the inclusion of local history in Basic Education. Although the BNCC (National Common Curricular Base) and the Sergipe Curriculum establish general guidelines, many students complete their education without effective contact with fundamental themes of the state‘s trajectory. This absence of specific content, reinforced by curricular flexibility and the lack of teacher training in regional history, has limited the development of critical historical consciousness. In this context, the research focuses on the analysis of the 1924 Tenentist Revolt in Sergipe, using historical sources such as newspapers and photographs to foster students‘ sense of belonging and their ability to interpret the past in dialogue with present challenges. Grounded in Jörn Rüsen‘s (1997) theoretical framework and engaging with authors such as Karl Marx (2008), Eric Hobsbawm (2011), Pierre Bourdieu (2013), Clifford Geertz (2013) and Peter Burke (2005), this study emphasizes the importance of historical consciousness and interdisciplinarity in strengthening history education and overcoming social exclusion in Brazil.

2025-08-29T00:00:00Z Araújo, Bárbara Sheila Gonçalves e Freitas https://ri.ufs.br/jspui/handle/riufs/25246 2026-07-06T19:25:02Z 2025-03-31T00:00:00Z

Título: Jogando contra o racismo: ludicidade no letramento racial com RPG Autor(es): Araújo, Bárbara Sheila Gonçalves e Freitas Abstract: The dissertation aims to present a critical-reflective essay capable of outlining concepts and data on the context of racism and its combat to promote Anti Racist Education in Sergipe, in accordance with the principles of Law 10.639/2003, which mandates the teaching of “AfroBrazilian History and Culture” in high school subjects, and in this specific case, in the teaching of History. To this end, the general objective is to study the theoretical repertoire to build a critical and proactive analysis for Antiracist Education in Basic Education through serious games. The specific objectives are: 1. to identify and interpret the works that address structural racism, Black identity, and the struggles against racial prejudice in their intersections; 2. to analyze the legislation related to the teaching of Afro-Brazilian History and Culture, correlating the national guideline with local parameters, presenting the reality of the Gilberto Freyre Center of Excellence in the municipality of Nossa Senhora do Socorro, Sergipe; 3. to present the process of creating an RPG game on Racial Literacy, through playfulness, developing in students a conscious and participative understanding of an urgent and necessary theme. This approach is necessary as it is observed that within the school environment, there is structural racism among both students and teachers that permeates the collective experiences at the Gilberto Freyre Center of Excellence in Nossa Senhora do Socorro/SE. As qualitative and exploratory methodological procedures, I first adopt a bibliographic review in research databases and their contextual critical analysis. Regarding gamification, I use RPG mechanics, which is constituted as Open Educational Resources (OER), to facilitate content learning in a dynamic and participative manner, bringing an engaging teaching methodology that captures the attention of young people, allowing students to engage in the process of racial literacy, become aware of their reality, recognize their role as citizens, and become antiracist youth in Brazilian society. The research engages in a theoretical dialogue with authors such as Beatriz Nascimento, Silvio Almeida, Neusa Souza, bell hooks, Erinaldo Cavalcanti, Flávia Caimi and Letícia Mistura, Lucia Tavares, in addition to using the BNCC and data from the IBGE.

2025-03-31T00:00:00Z Santos, Maria Rosângela https://ri.ufs.br/jspui/handle/riufs/24081 2025-12-16T19:02:43Z 2025-08-25T00:00:00Z

Título: Diversidade religiosa e ensino de história: combate ao racismo religioso no ensino fundamental da Escola Estadual Senador Leite Neto Autor(es): Santos, Maria Rosângela Abstract: This dissertation analyzes the contribution of History teaching to the promotion of religious diversity in elementary education, highlighting its formative potential in building a plural and democratic society. Considering that Brazil exhibits broad religious pluralism but still faces high levels of intolerance and prejudice—especially against African-based religions—this study proposes a reflection on the role of schools and didactic materials in overcoming these inequalities. The research is based on the premise that History teaching can foster in students a critical understanding of religious traditions by placing them in historical context, recognizing their influence on social, political, and cultural dynamics. The methodology is qualitative, involving textual, iconographic, and structural analysis of the textbook História: Sociedade & Cidadania (8th grade), by Alfredo Boulos Junior. The study seeks to identify how religions are represented, examining the presence of silencing, stereotypes, or approaches that either combat or perpetuate religious racism. The theoretical framework draws on Stuart Hall’s (2003) multiculturalism—which understands religious identity as a social and cultural construct—and Jörn Rüsen’s (1983) theory of history education, which emphasizes the development of historical consciousness as a tool for critical thinking and empathy. The research is also grounded in the author’s teaching experience, which revealed the persistence of religious prejudice among students and the lack of effective pedagogical strategies to address the topic in the classroom. In this context, the proposal for developing an educational booklet emerges as a pedagogical product that complements the research. The booklet presents, in accessible language, the concepts of religion and religious diversity, the main traditions present in Brazil, playful and reflective activities, and suggestions for complementary materials. Its aim is to facilitate classroom discussions on the topic, promoting respect, inclusion, and interreligious dialogue. The relevance of this research lies in the articulation between theory, teaching practice, and the production of pedagogical material aimed at valuing religious diversity, combating intolerance, and strengthening education for human rights. The study reaffirms History teaching as a privileged space for the formation of conscious, critical, and empathetic individuals capable of engaging in a pluralistic society with respect for differences.

2025-08-25T00:00:00Z Santos, Sandra Maria dos https://ri.ufs.br/jspui/handle/riufs/23888 2025-11-21T13:47:47Z 2025-02-25T00:00:00Z

Título: A festa de São João como um dos elementos identitários da sertanidade euclidense e o cordel como ferramenta pedagógica no ensino de história Autor(es): Santos, Sandra Maria dos Abstract: This research aims to contribute to the teaching of History by assisting ninth-grade teachers in addressing cultural identity, as outlined in General Competency 3 of the Brazilian National Common Curricular Base (BNCC). The study focuses on the São João festival as one of the identity elements affirming sertanidade in Euclides da Cunha, Bahia. The central issue of this investigation arose from personal concerns and observations of teaching practices, in which we noticed the absence of a sense of belonging to the sertão among students at Colégio José Aras in Euclides da Cunha. The objective of this study is to reflect on the São João festival as a symbol of the affirmation of the sertanejo identity in Euclides da Cunha, considering the students’ sense of belonging to sertanejo culture. The theoretical analysis engages with the ideas of Hall (2022), Burke (2021), Cunha (2012), Albuquerque Jr. (2011), Priore (1994), among others. In terms of methodology, we adopted a qualitative approach, following the AulaOficina (Workshop-Class) model developed by Barca (2004), which we believe is highly effective in the historical learning process of students, providing a meaningful pedagogical experience. The Aulas-Oficinas, titled “For a Cultural and Identity Poetics of the Euclidense Sertão”, form the propositional part of this research, fostering the discussion of concepts through debates and practical activities that will culminate in the production of cordel literature. In addition, we conducted a survey of documentary sources and iconographic records, as well as applied questionnaires and semi-structured interviews with prominent members of the local community engaged in preserving the São João tradition. This approach aligns with the perspective of oral history and seeks to capture the perceptions of those involved regarding the sertão and São João culture. The research results highlight the São João festival as an essential cultural practice in Euclides da Cunha, playing a crucial role in community integration and strengthening the sense of belonging to the sertão. The Aulas-Oficinas proved to be an effective practice in the historical learning process, while the production of cordel emerged as a powerful methodology to bring students closer to their culture, encourage critical reflections, and strengthen cultural identity, fostering a dialogue with local culture and its roots.

2025-02-25T00:00:00Z