http://www.bdtd.uerj.br/handle/1/3630 Mon, 20 Apr 2026 22:57:35 GMT 2026-04-20T22:57:35Z http://www.bdtd.uerj.br/handle/1/25492 Título: Entre o macro e o micro, a história local pensada dentro do ensino de História: o estudo de caso da São Gonçalo de 1930 e 1940 Autor: Machado, Fábio Nunes Primeiro orientador: Reznik, Luís Abstract: This dissertation aims to discuss the ways in which the study of local history can contribute to the teaching of History, considering the experiences that students have with the memories, narratives and historical culture of the city where they live. Thus, introducing local history into the classroom can be a key resource for structuring students' historical thinking. While local history serves as a resource to assist students in learning about history education and awakening their respective identities as historical subjects, it can also be an important element in helping students understand the content studied as established by the basic education curriculum. Understanding the more specific spectrum, observed in regional spaces, can become an important element in helping students comprehend the transformations that occurred in Brazil. As a case study, this research proposes to analyze the impact of the social and economic changes experienced in the city of São Gonçalo – where I teach – in the 1930s and 1940s, as integral parts of the transformations that took hold in Brazil from the beginning of the Vargas Era (1930-1945). During this period, São Gonçalo saw significant industrial activity, driven by the presence of large-scale industries, which impacted the city's urbanization process. Understanding the changes that took place locally, considering their peculiarities and particularities, can help students connect with what was happening nationally. Instituição: Universidade do Estado do Rio de Janeiro Tipo do documento: Dissertação Tue, 14 Oct 2025 00:00:00 GMT http://www.bdtd.uerj.br/handle/1/25492 2025-10-14T00:00:00Z http://www.bdtd.uerj.br/handle/1/25480 Título: Da Praça XI ao Cais do Porto, tudo é Pequena África? Redescobrindo caminhos, lugares de afeto, memórias e traçando currículos e práticas “outras” Autor: Cardoso, Daniela Lemes Couto Primeiro orientador: Araújo, Helena Maria Marques Abstract: This research focuses on the Field Class as a complementary product and method for teaching History. It presents a theoretical debate that intertwines decolonial pedagogy, critical intercultural education, and the pedagogy of liberatory education. The analyzed trajectory took place in an area of Little Africa, in the Cidade Nova and Estácio neighborhoods of Rio de Janeiro. It addresses the debate in the field class about places of memory, historical figures of Black people who are undervalued in history teaching, and the neoliberal projects present in the Brazilian educational system, which aim to maintain colonial, racist, and violent thinking. It presents Laws No. 10.639/2003 and No. 11.645/2008 as "decolonial gaps" for history teaching to develop on other epistemological foundations, with narratives of the potential of Black people, their crafts, and their technologies, and also to include research by Black intellectuals who have little space within the academic field of History. Finally, it presents an analysis of the results of the field class practice with the students where I argue that the field class should be incorporated as a permanent pedagogical strategy, especially in the teaching of History. Instituição: Universidade do Estado do Rio de Janeiro Tipo do documento: Dissertação Mon, 15 Sep 2025 00:00:00 GMT http://www.bdtd.uerj.br/handle/1/25480 2025-09-15T00:00:00Z http://www.bdtd.uerj.br/handle/1/25296 Título: Educação antirracista e ensino de história: várias maneiras de se tratar o tema dentro e fora das salas de aula Autor: Oliveira, Carolina Salgueiro de Primeiro orientador: Viana, Iamara da Silva Abstract: The theme of this research is History Teaching, through a three-year trajectory of debates and tasks on anti-racist education and compliance with Law 10639/03 in two municipal schools in Rio de Janeiro, both located in neighborhoods in the city’s South Zone. This study presents a program of educational activities with film screenings, listening to music, reading biographies and excerpts from books on the subject, creating a memory game and a trivia game, as well as holding an exhibition in the school open to those responsible and research on the racial issue and how the situation of black people in Brazil can be changed. These educational activities make it possible to build critical thinking in students about a subject that is so sensitive to them, the majority of whom are black. This work evaluates the potential of digital media in disseminating this work carried out in the classroom to a greater number of teachers and students across the country. Instituição: Universidade do Estado do Rio de Janeiro Tipo do documento: Dissertação Mon, 28 Jul 2025 00:00:00 GMT http://www.bdtd.uerj.br/handle/1/25296 2025-07-28T00:00:00Z http://www.bdtd.uerj.br/handle/1/25269 Título: História local e suas possibilidades na rede municipal de Tanguá/RJ Autor: Cardozo, Melissa Silva Moreira de Souza Primeiro orientador: Fernandes, Rui Aniceto Nascimento Abstract: This research aims to analyze the possibilities of addressing the history, culture, and memory of peoples in History teaching, with an emphasis on incorporating local themes into the teaching-learning process during the final years of Midlle School. The study seeks to understand the significance and challenges of this practice, emphasizing its role in fostering students' historical awareness. It is considered that students' engagement with their local environment contributes to the reinterpretation of the subjects studied, particularly in the latter stages of primary education. Although the National Common Curricular Base (BNCC) does not explicitly restrict the inclusion of local themes, its framework tends to limit practices oriented toward the perspective of Local History. In this context, the study engages with scholars in education, History teaching, Local History, heritage, and memory to propose pedagogical experiences that explore new approaches to curriculum design. The research also examines materials produced in the municipality, reflecting on the challenges and opportunities for promoting a History education that values the local context, aligned with the author’s teaching experience in the region. Furthermore, a pedagogical support material was developed for teachers in the final years of primary education in the municipal network of Tanguá, Rio de Janeiro. Instituição: Universidade do Estado do Rio de Janeiro Tipo do documento: Dissertação Wed, 06 Aug 2025 00:00:00 GMT http://www.bdtd.uerj.br/handle/1/25269 2025-08-06T00:00:00Z