PROFHISTÓRIA https://repositorio.ufpb.br/jspui/handle/123456789/24714 2026-04-11T21:18:03Z 2026-04-11T21:18:03Z Nascimento, Márcia Pereira do https://repositorio.ufpb.br/jspui/handle/123456789/37509 2026-02-05T06:08:59Z 2025-08-14T00:00:00Z

Título: A história do racismo negro: marcas e resistências na poesia rap Autor(es): Nascimento, Márcia Pereira do Orientador: Lima, Damião de Abstract: This study explores the origins of the subjugation of Black people, considering the philosophical and scientific perspectives that shaped knowledge from the 16th to the 19 th centuries and have continued to impact the lives of Black populations in the 20th and 21 st centuries. We analyze authors who engage with these conceptual origins to reveal the constitution of anti-Black racism in contemporary society. These authors include Sílvio de Almeida, Clóvis Moura, Angela Davis, Florestan Fernandes, Frantz Fanon, Lília Schwarcz, and Grada Kilomba, who explore the multiple manifestations of these historical marks, from the most common to the most subtle, without negating the violence rooted in Brazil's cultural formation. Building on this theoretical foundation, we show the reality of the Black population in post-abolition Brazil regarding the labor market, education, and identity, including their subjectivity and self-esteem. In this context, it was necessary to identify the concept of anti-Black racism in Brazil and its societal structure, while also making distinctions compared to other historical realities. Starting with the post-abolition reality of the Black population and how the maintenance of racism is evident today, we reflect on its roots in Black slavery, which lasted until 1888. This study also highlights the role of the state, governments, and society concerning the reality of Black people, the arguments that claim racism does not exist in Brazil, and the evidence of its existence. Despite many struggles, the achievements of Black people have been reversed into affirmative action laws implemented by the state, especially in educational spaces, as a driver for reducing the social distances they face. Therefore, we use education, through Laws 10.639/2003 and 11.645/2008, and their application in basic education, to map the work developed during the school year. This research corpus, conducted as a History teacher for 8th and 9th graders in the Municipal City of João Pessoa, includes racial literacy and rap workshops for the students' original productions. From this perspective, we highlight the teaching strategy of producing raps with student protagonism based on a theoretical and practical understanding of racism. We show how racism occurs within the school environment and the resistance to it, with the ultimate goal of more systematically implementing an anti-racist culture inside and outside of the school. Editor: Universidade Federal da Paraíba Tipo: Dissertação

2025-08-14T00:00:00Z Silva, Carlos Augusto da https://repositorio.ufpb.br/jspui/handle/123456789/37483 2026-02-04T06:05:29Z 2025-08-26T00:00:00Z

Título: A exploração do trabalho durante a ditadura empresarial-militar no Brasil: uma proposta de aula oficina no ensino de História Autor(es): Silva, Carlos Augusto da Orientador: Pureza, Fernando Cauduro Abstract: This research focused on the exploitation of labor during the period of the corporate-military dictatorship in Brazil. The main objective was to conduct a workshop-style History class to introduce the theme of labor exploitation under the regime into classroom discussions. The investigation unfolded through the following specific objectives: to explore, by means of the digital tool of podcasts, the historical learning of high school students regarding the subject; and to examine, within the scope of the History workshop, the reception of a report instrument with questions answered by students, based on the analysis of episodes from the podcast História em Meia Hora and reports from the website Agência Pública about companies complicit with the dictatorship. The research was guided by the following question: why is there a predominant way of teaching the military dictatorship in History classes that emphasizes the repression of individual rights while, to some extent, obscuring social rights and the exploitation of workers? The workshop methodology developed by Isabel Barca (2004) served as the foundation for this research, in dialogue with key concepts that underpin History teaching, such as “historical learning,” “historical literacy,” and “historical consciousness.” Four report instruments were analyzed, applied to students in the 2nd year (2023) and 3rd year (2024) of high school, in order to assess whether the answers demonstrated understanding of concepts such as “historical source,” “substantive concepts,” and “second-order concepts,” as well as students’ perceptions of “historical consciousness.” The findings indicate that these ideas were indeed assimilated by the students. As a final product, a workshop-style class (Barca, 2004) was developed, addressing the theme of the corporate-military dictatorship. Editor: Universidade Federal da Paraíba Tipo: Dissertação

2025-08-26T00:00:00Z Sousa, Julio Kennedy Pereira de https://repositorio.ufpb.br/jspui/handle/123456789/37265 2026-02-11T16:20:31Z 2025-08-28T00:00:00Z

Título: O reconhecimento do ser cigano através do Ensino de História na EMEF Irmã Iraídes Holanda Lavour em Sousa - PB Autor(es): Sousa, Julio Kennedy Pereira de Orientador: Mariano, Nayana Rodrigues Cordeiro Abstract: This study presents a qualitative investigation into the relationship between Calon Romani students and the school environment in the municipality of Sousa, Paraíba, Brazil. Focusing on the 5th-grade cohort at EMEF Irmã Iraídes Holanda Lavour, the research examines attendance patterns, student engagement, and the presence of Calon history and cultural expressions within the History curriculum. Anchored in an exploratory approach, the study draws on bibliographic and documentary sources about the Calon people and engages with theoretical frameworks of historical consciousness (Cerri, 2011), memory (Goldfarb, 2013), and identity (Silva, 2000). Through the development and implementation of the formative guide “Calon Romani Identity: Roots and Memory”, the research aims to support teachers in addressing ethnic-racial relations and promoting student protagonism. The findings highlight the importance of incorporating Romani cultural elements—such as oral traditions, music, and language—into formal education settings to foster inclusive pedagogical practices. Ultimately, the study contributes to expanding strategies for valuing history as re-signified by Romani children, encouraging a school culture that embraces diversity and strengthens intercultural dialogue. Editor: Universidade Federal da Paraíba Tipo: Dissertação

2025-08-28T00:00:00Z Rodrigues, Pablo Fernando Jerônimo de Souza https://repositorio.ufpb.br/jspui/handle/123456789/37215 2026-02-11T16:21:20Z 2025-08-28T00:00:00Z

Título: Inclusão e adaptação das avaliações no ensino de história: estratégias pedagógicas para pessoas com deficiência na educação formal Autor(es): Rodrigues, Pablo Fernando Jerônimo de Souza Orientador: Lima, Damião de Abstract: This dissertation investigates the practices of inclusion and adaptation of assessments in History teaching for students with disabilities, focusing on the Francisco Leocádio Ribeiro Coutinho State School, located in Várzea- Nova, PB, Brazil. The main objective is to review the evaluative approaches applied to these students and propose pedagogical strategies adapted to their needs, fostering the development of the competences and skills expected in History education. The research is grounded in the author’s personal experience as a teacher with visual impairment and dyslexia, whose educational trajectory was marked by the absence of inclusive methodologies. The study adopts a qualitative and quantitative approach, based on bibliographic review, document analysis, diagnostic surveys, and case studies of students with ADHD, ASD, and dyslexia. Data from IBGE, school documents, and field observations were used to analyze the impacts of traditional assessment practices on this group. The theoretical framework draws on authors such as Isaías Pessotti, Michel de Certeau, Circe Bittencourt, Selva Guimarães Fonseca, Cipriano Luckesi, and Maria Teresa Mantoan, in addition to the Brazilian National Common Curricular Base (BNCC), which defines inclusive education as the right of all students to learn, valuing diversity and eliminating barriers to access, permanence, and full development. This guiding principle of the BNCC reinforces the need for equitable and inclusive assessment practices, ensuring that each student, regardless of cognitive or sensory conditions, has guaranteed learning opportunities. As a result, the research presents a set of adapted activities that respect the cognitive and sensory specificities of the students analyzed, incorporating visual resources, technology, and educational games, supported by artificial intelligence tools. These practices were implemented in classes of the 9th grade of Elementary School and the 1st, 2nd, and 3rd grades of High School, demonstrating the feasibility of adapting assessments across different levels of basic education. It is concluded that the absence of inclusive evaluative practices compromises the permanence and learning of students with disabilities, and that History teaching, when adapted, can serve as a tool for citizenship, diversity appreciation, and the fight against exclusion. The dissertation contributes to critical reflection on teacher training, equity in the evaluative process, and the construction of pedagogical practices that guarantee the right to learning for all students. Editor: Universidade Federal da Paraíba Tipo: Dissertação

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