http://hdl.handle.net/11422/16984 Wed, 29 Jul 2026 17:45:34 GMT 2026-07-29T17:45:34Z http://hdl.handle.net/11422/29586 Title: O jogo “Palmares e conexões atlânticas”: reflexões e práticas pedagógicas sobre resistência ao escravismo e à colonialidade Author(s)/Inventor(s): Silva, Jahi Cezar da Advisor: Gomes, Flavio dos Santos Abstract: This study focuses on the development of a card game to be implemented in classroom settings with seventh-grade students in lower secondary education. The game features characters and social groups representing the reality of colonial Brazil, with particular emphasis on black quilombola resistance in Northeastern Brazil during the seventeenth century and its connections with Africa through the Atlantic world. The most emblematic historical process within this context is the War of the Quilombo of Palmares, led by Africans who resisted colonial domination for more than a century in the forest region of the Captaincy of Pernambuco, establishing their own cultural, political, social, and economic ways of life. The research analyzes theories and methodologies regarding the use of games as pedagogical tools in the classroom, while also discussing historiographical perspectives on Palmares through the use of transcribed historical sources from the period. In addition, the study engages with theoretical contributions from decolonial scholarship and the so-called Epistemologies of the South. Finally, the card game is structured and developed so that teachers who read this work may reproduce it or adapt it according to their own pedagogical contexts. Publisher: Universidade Federal do Rio de Janeiro Type: Dissertação Fri, 27 Mar 2026 00:00:00 GMT http://hdl.handle.net/11422/29586 2026-03-27T00:00:00Z http://hdl.handle.net/11422/29583 Title: A tradição oral do Quilombo Santa Rita do Bracuí: o caso do Brigue Camargo e as possibilidade para o ensino de história em Angra dos Reis Author(s)/Inventor(s): Sloboda, Ivi Rocha Advisor: Sousa, Gustavo Pinto de Abstract: This dissertation analyzes the connections between oral tradition, memory, and history teaching, using the case of the Brig Camargo and the historical experience of the Quilombo Santa Rita do Bracuí in Angra dos Reis (RJ). The research stems from the concern raised by the gap between the narratives preserved by the quilombo community—especially those related to the illegal landing of enslaved Africans in 1852—and their effective presence in school practices. By highlighting this gap between curriculum and territory, the study affirms oral tradition as a legitimate form of historical knowledge production and recognizes territory as a space for the elaboration and transmission of knowledge. Grounded in dialogue with Oral History, memory studies, and the field of history teaching, the investigation articulates documentary analysis, bibliographic review, and listening to community narratives. By placing territorial memory and historiography on the illegal slave trade in 19th-century Brazil in dialogue, it becomes evident how the Bracuí experience problematizes the idea of freedom as a sufficient rupture and reveals the persistence of inequalities in the post-abolition period. As an educational product, the e-book Voices of Bracuí: Between the Mountains and the Sea – Teaching History, Memory and Territory is presented, structured in four thematic axes aimed at Elementary School II. It is concluded that incorporating quilombola narratives into teaching strengthens historical literacy, expands the link between school and territory, and contributes to a practice committed to valuing historically marginalized knowledge. Publisher: Universidade Federal do Rio de Janeiro Type: Dissertação Thu, 19 Mar 2026 00:00:00 GMT http://hdl.handle.net/11422/29583 2026-03-19T00:00:00Z http://hdl.handle.net/11422/29581 Title: Currículo, cuidado e ensino de história: afeto como ferramenta de transformação da realidade de jovens negros na escola pública Author(s)/Inventor(s): Siqueira Pantaleão, Douglas Advisor: Côrtes, Giovana Xavier da Conceição Abstract: The aim of this dissertation is to analyze the relationship between teaching methodologies — which value personal histories, listening, the building of friendships and trust among students — student motivation, and the process of decolonizing the school environment. In the face of students' lack of motivation, teachers at Colégio D. Pedro II mobilize pedagogical strategies to engage them. As a form of resistance to the traditional colonial curriculum, teachers resort to teaching methodologies that value students. This work is grounded in decolonial critical theories (bell hooks, 2013; Grada Kilomba, 2019; Paulo Freire, 1967; Carmen Gabriel, 2021). A qualitative approach is adopted, with data collection through interviews. The interview-based investigation method seeks reflection based on students' accounts of what motivates them in the school environment. Among the conclusions, it is pointed out that methodologies that value students promote both student motivation and the deconstruction of the colonial heritage present in the school environment. Publisher: Universidade Federal do Rio de Janeiro Type: Dissertação Thu, 16 Apr 2026 00:00:00 GMT http://hdl.handle.net/11422/29581 2026-04-16T00:00:00Z http://hdl.handle.net/11422/29473 Title: Abrindo aspas: vivências, saberes e representatividade nas aulas de história da EJA Rio Author(s)/Inventor(s): Silva, Julio Antonio Gomes da Advisor: Velasco, Diego Bruno Abstract: This research addresses the theme of representativity in Adult and Youth Education classes, taking as a reference the application of Laws 10,639/2003 and 11,645/2008 in activities that prioritize the subjectivation of individuals. It initially provides a brief history of adult education, covering from the colonial period to the present, highlighting practices and legal milestones of the modality. It presents EJA Rio and some practices and curricular guidelines that contributed to the construction of the current Curricular Guidelines of EJA Rio. It also deals with Laws 10,639/2003 and 11,645/2008 and their applications, considering possibilities and obstacles present in practices and experiences presented in works produced by specialists in the studied areas and dissertations on the mentioned topics. Finally, it presents the Municipal School Professor Gilberto Bento da Silva and contextualizes the classes of the “EJA da Gilberto” with learning objectives that encompass the application of Affirmative and Anti-Racist Laws, highlighting the creation of biographical and autobiographical entries based on a didactic activity called “Narrative Workshop,” subjectivizing and empowering actors, authors, and social agents through their knowledge and experiences. Publisher: Universidade Federal do Rio de Janeiro Type: Dissertação Fri, 27 Feb 2026 00:00:00 GMT http://hdl.handle.net/11422/29473 2026-02-27T00:00:00Z