https://ri.ufs.br/jspui/handle/riufs/13942 2026-04-26T02:39:35Z https://ri.ufs.br/jspui/handle/riufs/24081 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 https://ri.ufs.br/jspui/handle/riufs/23888 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 https://ri.ufs.br/jspui/handle/riufs/23032 Título: Ensino de história, cinema e representações de mulheres do agreste: sequências didáticas para o ensino médio, Escola Estadual Professor José Quintella Cavalcanti, Arapiraca, Alagoas Autor(es): Silva, Denise de Lira Abstract: This work aims to study the representations of women in Arapiraca, located in the Agreste region of Alagoas, through audiovisual works as a pedagogical approach associated with the field of History teaching. In line with this goal, the research analyzes three productions by or under the coordination of filmmaker Leandro Alves da Silva: “Nós Duas”, “Ana Terra”, and “Avalanche”. In these short films/documentaries, the film crews, actors, and interviewees, coordinated, directed, and/or in interaction with Silva, express aspects of identity, representation, dilemmas, and everyday social and cultural challenges experienced by women from this region. From this perspective, the selected corpus enables the discussion of issues related to identity, culture, and history, delimited by the audiovisual productions made from and within the context of Arapiraca between 2017 and 2020. The research approach is guided by theoretical and methodological dialogues with key references: Adichie (2015), for offering a classroom-applicable approach to feminism and gender issues; Scott (2011), for the conceptual discussion of the category of gender in the field of history; Thompson (1987), for the understanding of the experiences of ordinary people; Sharpe (2011), for emphasizing the importance of history seen from below; Hall (2006), for the definition of cultural identity; Napolitano (2023), for insights on using cinema in the classroom; and Jörn Rüsen (2001), for providing a foundation for the construction of historical consciousness as an educational goal within a disciplinary framework. The present study, therefore, works with the history of women from the mentioned region of Alagoas - based on the three indicated works, with the intention of elaborating Didactic Sequences (SD) associated with the discussions of themes addressed by the National Common Curricular Base (BNCC) and the New High School (NEM), as well as discussions about the reality of high school students from the José Quintella Cavalcanti State School (EQC), located in Arapiraca, Alagoas, regarding the trajectory, daily life, and challenges of men and women living in the historical present of the late 20th century and the beginning of the 21st century. 2025-06-10T00:00:00Z https://ri.ufs.br/jspui/handle/riufs/22936 Título: Conectando o ensino de história ao contexto local: a primeira olimpíada estadual em História de Sergipe (OEHSE) como recurso pedagógico para o ensino de História em Sergipe Autor(es): Lima, Adinagruber da Conceição Abstract: This study, conducted between 2023 and 2025, analyzes the creation and implementation of the first Sergipe State History Olympiad (OEHSE) as a pedagogical resource for teaching history in elementary and high school, integrating local historical knowledge. The research begins by adapting the methodology of the National History Olympiad (ONHB) to the context of Sergipe's basic education system, aiming to understand how academic competitions can strengthen historical learning and student empowerment. The specific objectives included: analyzing the participation of Sergipe schools in the ONHB between 2013 and 2023, identifying successful practices that could be adapted to local circumstances; investigating the participation patterns of Sergipe teams, considering variables such as school type, grade level, and municipality; and examining the institutional strategies used by the ONHB to encourage participation, assessing their applicability in structuring the OEHSE. The methodology combined quantitative and qualitative approaches. The theoretical framework articulated authors who support the teaching of History and meaningful learning, student autonomy (Freire, 1996), the operationalization of historical consciousness (Rüsen, 2001) and the Reconstructive Didactics of History (Schmidt, 2020), as well as active methodologies, Local History (Barros, 2022; Melo 2020), Digital Information and Communication Technologies – TDICs (Maynard, 2021) and Digital Public History (Costa, 2021). Furthermore, authors such as Meneguello (2010, 2011, 2015), Simas (2018), Rodrigues (2020), Leal (2022), Lima (2022), Pedro (2023), Silva (2023), Paniago (2023), Araújo (2023), and Veiga (2024) support the connection between teaching and History Olympiads. The results indicate that the OEHSE fostered students' connection with the history of Sergipe, connecting teaching and research in dialogue with the local reality, in addition to developing academic, reflective, and civic skills. As a result, the Olympiad demonstrated replicable potential, offering guidelines and didacticpedagogical resources, including a question booklet with suggested activities and maps of possibilities for creating local Olympiads, consolidating its position as an innovative strategy in history teaching. 2025-02-18T00:00:00Z