INSTITUTO DE HISTÓRIA E CIÊNCIAS SOCIAIS

URI Permanente desta comunidade

https://repositorio.ufcat.edu.br/handle/tede/3
O Instituto de História e Ciências Sociais é atualmente composto por 04 (quatro) cursos de graduação: História (Licenciatura), História (Bacharelado), Ciências Sociais (Licenciatura), Ciências Sociais (Bacharelado) e 1(um) Programa de pós-graduação stricto sensu (Mestrado Profissional em História). Este Instituto compõem a estrutura da Universidade Federal de Catalão.

Navegar

Navegando INSTITUTO DE HISTÓRIA E CIÊNCIAS SOCIAIS por Autor "Araújo, Maurício Viana de"

Agora exibindo 1 - 3 de 3
  • Imagem de Miniatura
    Item
    Memória e cultura afro-brasileira nas vozes silenciadas: a busca pela nova reeducação das relações étnico-raciais
    (Universidade Federal de Goiás, 2018-07-10) Oliveira, Ademir José de; Inácio, Paulo Cesar; http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4777877Z6; Inácio , Paulo Cesar; Araújo, Maurício Viana de; Silva, Janaína Ferreira da
    n this work we aim to make clear and discuss the educational practices that are developed in the school environment with the black students who attend the initial and final years of Elementary School, analyzing the extent to which these practices are related to the ethnic racial diversity present in the classroom, we propose to identify in the relationships that involve teachers and students the formation of the historical consciousness of the Afro-Brazilian population. In the research we selected one of the schools that make up the municipal teaching network of the city of Araguari which is located in the State of Minas Gerais. In that sense, we interviewed the mothers of the black students, making sure whether the daily school life underwent educational changes with the application of the content of the history of Africa and the law 10639/2003. The main source of questioning goes through the analysis of a view from below, according to the look of these mothers, about what they think and expect from education that reach their children through public schools. Theoretically we set up a dialogue with authors who address the racial issues concerned in the interactions with education and history, on this path we approach the works of Nilma Lino Gomes and Kabengele Munanga, allowing inquiries and deep reflections to be understood, investigated and appropriated by the challenge and the redirection of a new pedagogical practice, from the search for the reeducation of ethnic racial relations. The relevance of this work leads us to think and inquire about the future of racial minorities, especially the black students who make up this scenario of spoliation and racial discrimination, as well as the recognition of their potential, belonging, identity formation and human dignity.
  • Imagem de Miniatura
    Item
    Narrativas de sujeitos surdos: relatos sinalizados de uma trajetória
    (Universidade Federal de Goiás, 2017-03-17) Almeida, Mara Rúbia Pinto de; Silva, Luzia Márcia Resende; http://lattes.cnpq.br/6942867007882553; Godoi, Eliamar; Campos, Crispim Antônio; Araújo, Maurício Viana de; Santos, Regma Maria dos
    The deafness is a decrease or a loss of the capacity to receive the sound and in a clinical conception is rated into grades, the hearing loss is calculated in decibels, and can reach one or both ears and may happen before or during birth or, also, can be purchase during life. The hearing is the sense which makes us develop the oral language. The impact of the deafness reaches the acquired of the language of this modality. The language is responsible for the structure of thinking and is important for the construction of the human being. The deaf people have the option to communicate through the sign language and through this, see the world from the visual experiences. In this sense, I assumed as general objective, analyze life histories of a deaf people group graduated in superior studies, meaning to registrate their histories. Specifically I tried to identify and point the life characteristics of this group before and after the contact with LIBRAS trying to find something common in their life histories and, at the same time, I decided to elaborate a guide for the teachers about the receiving a deaf student in a regular classroom, thinking of the realization of this research in a program which priories the teachers formation. This study is justified from my experience and contact with LIBRAS and figures out as a research with narrative and descriptive approach. For this, I had the theoretical contribution of: Aguiar (2004); Bornenave (1992), with the description and origin of the human communication, verbal and not verbal. I identify the deaf subjects and educational historic conception with Hall (2006) and Honora (2009). I presented linguistic structure of LIBRAS and the meaning of being a motor visual modality language, through Frydrych (2013), Ferreira (2010) and Capovilla (2011). We agreed with Candinin (2011) and Sarlo (2007) studies when we consider past times as memories liberating and through them we make narratives. The data points to three recurrences: the imposition of the oral speech by the family, the late contact and acquisition of LIBRAS and the difficulties faced in the school process. I observed that the subject identify is constructed and pass by the interactions. Before the contact with LIBRAS they didn’t have presence or autonomy. At last I concluded that through LIBRAS things start to make sense and by the time it is acquired the subject gains the autonomy, in any age and starts to find new paths in an existence didn’t have any direction.
  • Imagem de Miniatura
    Item
    O processo de construção da consciência histórica em relação às religiões de matriz africana no ensino religioso escolar em Uberlândia-MG (2016-2017)
    (Universidade Federal de Goiás, 2018-05-24) Santos, Roberto Magalhães dos; Silva, Luzia Marcia Resende; http://lattes.cnpq.br/6942867007882553; Silva, Luzia Marcia Resende; Inácio, Paulo Cesar; Araújo, Maurício Viana de
    In this dissertation we propose to carry out a research reflecting on which Historical Consciousness has been evoked in the schools of the city of Uberlândia, in relation to the Regions of African Matrix (RMA), through the analysis of didactic materials of schools of the Uberlandian municipality, besides analyzing the training course of teachers, seeking to answer the question: What treatment has the RMA (Regiões de Matriz Africana) received in the spaces dedicated to this study, in the classes, in the teacher training programs, in the school didactic materials in the city of Uberlândia MG? Thus, starting from the analysis of laws 10.639 and 11.645, and studying some concepts related to history and the theme of RMA, we started our way of constructing this text. We continue, in the first chapter making a historical reconstruction on the religions of African Matrix in Brazil, speaking if its origin in the country, identifying its rites customs and practices, highlighting its creative diversity and its history of persecution and prejudices. We proceeded in a second chapter analyzing these religions from the materials collected in the schools and from the teacher training programs, arriving at some conclusions after the analyzes carried out in the various materials obtained in our partnerships, noting that there are still many prejudices and the RMA (Religião de Matriz Africana). Thus, in order to overcome prejudices and disrespect for Afro-Brazilian religions, what would be the last chapter of our dissertation was formed in a paradidate material, as a way of providing information to teachers and students of basic education about such religions.